What Does a Pandemic Bring to Digital Education in Schools?

パンデミック　ハ　ガッコウ　ノ　デジタル　キョウイク　ニ　ナニ　ヲ　モタラスカ

ソノヤマ, ダイスケ

Sonoyama, Daisuke

オオサカ　ダイガク　ニンゲン　カガク　ケンキュウカ　フゾク　ミライ　キョウソウ　センター

COVID-19

デジタル資本

デジタル植民地

遠隔・デジタル教育

Pandemic

COVID-19

Digital Capital

Digital Colony

Distance and Digital Education

Research Article

What kind of education policy has France and in the world taken since the Pandemic Declaration in March 2020? What can we pay attention to and what can we learn from it? In particular, in this paper, I would like to focus on the spread of distance and digital education, which should be utilized to avoid widening educational disparities. Needless to say, digital education is an essential learning content and has been introduced since elementary school. Not limited to ICT education, digital teaching materials can be used in many subjects. In France, it is considered that such digital education will be actively introduced as a tool to correct of regional disparities, school disparities, and to help school refusal and different minorities to learn easily. It can be said that teachers, pupils, and parents were forced to use digital teaching materials and distance learning due to the school closures and diversified school attendance during the COVID-19. As a result, it is necessary to pay attention to the digital capital disparity due to the amount of capital, which is related to the new competence of families with digital capital, children and teachers, and the new digital colony in the globalization of digital capital. Danger was also born. During the COVID-19's school education has accelerated the worldwide spread of distance and digital education, but it must not be unaware of its implications.