VIRTUALIZED TEACHING PRACTICE IN GOOGLE CLASSROOM DURING REMOTE TEACHING: DIFFICULTIES AND OVERCOMING

This research aims to identify the main difficulties faced by teachers, given the virtualized teaching practice in the Google Classroom, during remote classes. In this context, remote education has stood out as an educational alternative for study studies during social withdrawal, caused by the pandemic of Covid-19 (New Coronavirus), affecting the practices that affect secondary education in the country. This is a descriptive qualitative research. As a tool for data production, run a semi-structured application that was made available through Google Forms. The collaborators were ten teachers who worked in a public school in Jeremoabo/BA. The study pointed out how the results of the greatest difficulty of the current period stem from changing habits and technological appropriation and the choice, by Google Classroom, was made using the need for digital inclusion practices. In this sense, the documents are being challenged to include technologies in teaching, even with difficulties, lack of resources and specific training to contemplate the use, in addition to the availability of digital resources and internet access by students.

Automated summary

This research aimed to identify the main difficulties faced by teachers during remote classes using Google Classroom, with results indicating challenges arising from changing habits and technological appropriation. Teachers face difficulties in digital inclusion practices due to lack of resources, specific training, and students' access to digital resources and the internet.