A hidden ongoing revolution brought to light by the pandemics: a monitoring of changes in school education

Teacher’s control of how pupils use space and time is loosening (Foucault): «I can be sitting wherever I like, in whatever way I like»

Perception of time: learning is embedded in rhythms and rituals (=established structures); factors, dynamics, and effects of a change in the established structures; modalities of boredom (Heidegger), involuntary boredom (a lesson; a lock-down) and one’s agency to overcome the state of boredom; an inverse relation: boredom vs engagement, and their impact on learning outcomes.

Changing understandings: what is the main source of knowledge for pupils (teachers, textbooks, complex combinations of what is suggested by the school or found autonomously of the pupil)

An enhanced role of agency for success in digital learning (those who are more active tend to achieve better results; a passive approach, acceptable offline, fails in online environments)

The role of the learner in the appearance and functionality of new structures at the “family & school” juncture

Spatial boundaries are getting blurred: a mutual, IT-driven diffusion between school – home – work; blurring the boundaries between the cognitive (work, school) and the affective (home), their interplay and conflicts

Boundaries of social roles are getting blurred (teacher, learner, parent), the same is true of social groups (parents belonging to the same profession and engaged in their children’s learning)

Virtual teaching and learning communities above school boundaries; proactive, active, reactive, passive, rejective strategies

Relations between emergent and pre-existing structures (a spin-off / competing / driving out / greenfield). In which cases a disruption is needed with pre-existing institutions and structures, in order to make place for the emerging ones?

Life-long learning practices in the household, their relation to assumptions about learning responsibility (who is responsible for learning outcomes)

Sources of key competences and new literacies in the evolving organisational settings

Perception of risk and uncertainty (Luhmann): who decides what kind of risk (not) to take into account and in which context; “externalization of risk” as part of the “hidden curriculum” in distance learning

LMS as a limiting structure (reproduces a traditional classroom; impedes social educational innovations)

Manifestations of digital inequality, by the type of labour adults are engaged in

Differences in children’s learner agency, depending on the resources available to them and adults’ professional occupation (i.e. depending on their pre-existing dispositions). Children from digitally disadvantaged families may not recognise resources they have access to or may not be able to use them, thus aggravating their disadvantage

Household motivation and ability to efficiently use digital technologies for learning purposes (a flexibility of approaches: complying with an imposed technology or actively shaping it to meet one’s needs)

Social construction of online-learning technologies. Factors of their adoption, diffusion; what is the balance of risks, benefits, and trust

Household digital belonging: engagement in various communities; social ties of a household supported in the digital form

Implications of digital inequality: lack of access to education, to social well-being, to career opportunities. (Creative activities enlarge the virtual space, and confinement to a physical space is seen as less distressing)

One’s command of the “digital body” and the “language of digital communication”, both human-to-human and human-to-machine. Household’s restricted/extended 3Rs code in the digital environment: sources of development and support

Dominant motive and type of communication in the family: procedures of social control are regulated by rigid temporal and spatial structures / complex forms of interaction, social hierarchy is blurred (Bernstein: positional vs personal type of interaction in the family)

Temporal boundaries are blurred: a mutual, IT-driven diffusion of school – home – work; multitasking

Blurring the boundary between the cognitive (work, school) and the affective (home), their interaction and conflicts; convergence of social roles

Socio-professional status of parents and their children’s time use and self-organisation skills

Adults’ engagement in children’s learning

The share of tasks evaluated as “boring” + “involved mostly reproduction”, for a subject Х, as a proxy for the curriculum and teaching practice’s (in)adequacy to the standards of high quality education

A high share of tasks evaluated as “involved open inquiry and personalisation” as a proxy for pupil’s learning responsibility and engagement

Differences in the evaluation of learning tasks depending on the families’ digital cultural capital