Teachers experience in chilean school contexts during the change to the online classroom

Abstract

The COVID-19 pandemic has demanded a sudden shift to the remote mode, turning home spaces into makeshift classrooms. Perceptions, experiences and strategies developed by school teachers in Chile are examined. Teachers report improvised responses to give continuity to school activity and shortcomings in the organizational functioning of schools, as the main sources of workload. Lines of intervention centered on the potential of ICTs, and roles of the different actors, are proposed from cognitive and organizational ergonomics.