DIGITALIZATION, A REAL CHALLENGE IN THE ROMANIAN EDUCATIONAL

SYSTEM

Cioloca Adriana

The educational systems around the world have been affected by the COVID-19
pandemic context, leading to the total closure of schools, universities and colleges.
The closure of this field proved to be a negative aspect for students, their families and for
teachers, too.
It also brought to light various social issues such as internet access and digital learning,
and the impact was more severe for disadvantaged children and their families, leading to the
interruption of learning for the children from disadvantaged social background.
The suspension of traditional courses for all levels of education, from preschool to
university, meant a disruption of the entire educational system and social environments from
which all those involved parts came. If this reality required a reinvention of the teaching
approach, for students and parents it meant an obvious inequity because of the learning
discrepancies created due to lack of internet access. Skilled institutions tried to find creative
solutions for online teaching by recommending the use of distance learning programs,
applications and educational platforms. They aim to limit the disruption of education, but the
effort to access and use them came from students and their families. The same effort is made
by teachers, too.
However, the lack of traditional interaction between students and teachers determined
the students to be less interested in learning, the approach of the evaluations was done with
no interest, the homework and the individual study proved to be superficial. Digital education
has opened up new challenges in education, and one of the biggest has been adapting the way
teachers act in the online environment. In this way we found out that a lot of resources that
the internet makes available but that we have not used, we do not know how to use, or we are
uncomfortable because some of them expose us (videos), or we do not know the language in
which the resources are presented, not understanding the purpose/ how to use them.
With the pandemic the need to provide methods of working with students, led to the
use of various applications to "patch" and render an educational experience as functional as
possible. Most of the time, the software programs which were created for other purposes, is
reused and adapted in these days. Zooming becomes a means of connecting students at a
distance, even if it was just a conference software, which was used mostly by corporations
has become a means of connecting students at a distance. Google Classroom was
transformed, from something "exotic", used rarely, into the perfect tool for pandemic
conditions. In conclusion, a problem is also due to these software tools (applications) that
have shortcomings and limit you from several points of view. A perfect example is Google
Forms: although it is easy to write the requirements, to create a test, unfortunately no
mathematical calculation formulas can be introduced neither in the requirement nor in the
required answers.
If in other European countries digitalization and working with the computer represent a
normality that has been practiced for a long time, in our country, everything happened
overnight forcing teachers to accelerate the process of adaptation and learning. The age and
mentality of the teachers was one of the barriers that prevented adaptation to the new
conditions.
Another barrier to this process was the fear of online exposure through cameras,
leaving the comfort zone of the classroom and communicating with students online, without
the possibility of controlling the audience as happens so far in traditional teaching. Some
students perceived the pandemic as a vacation, as an exemption from certain school
responsibilities and the way in which this situation was treated and on their part did not make
the learning process easier. The lack of technical, financial and logistical means was often an
obstacle they had to overcome.
In past, the mobile phone was seen as a means to pass the time, to communicate with
friends, it suddenly became the means of learning and adapting to online courses, an
unimaginable context a few months ago. Suddenly the search engines were not just for
entertainment but to search for books online, to write essays and to use collaborative means
such as google drive.
Another unseen aspect was the parental attitude, who tried as best they could in order
to help their children to understand, to connect and to adapt to the new conditions. In order to
work either online or remotely, they often had to make sustained efforts to make up for the
lack of interactivity in the classroom and to fill the gaps in understanding that resulted from
this way of teaching.
If until then, an attempt to digitize teaching methods for students and teachers was made
at the declarative level by the government through complicated and illogical programs, in
practice, this pandemic was a fast way for everyone, even if for those who were old fashioned
and preferred the traditional system.
 If we were to emphasize a good part of all this dramatic context is that now the digital
process which was implemented in order to communicate with students and adapt live classes
in the digital environment will remain in the work schedule, because many teachers and
students have seen the benefits of this system and will continue to use it.
At the same time, the digitalization of the educational process has revealed a different
way of teaching and learning, determining some students and teachers to realize that this
process starts with them, and results in research and not only in the assimilation of
knowledge.
In this context, everyone had to find a way to adapt their learning processes and make
up for the physical lack of classes. Digitization of the teaching method has led to the opening
of options for both communication with students and between institutions.
This led to the discovery of new ways of teaching between universities / high schools
and what was not a common thing, namely to hold various online specialization courses in
certain subjects and fields, suddenly became something normal, something at which everyone
asked: why not?
Suddenly, something that was considered unbelievable a few months ago became
perfectly normal in these days.
Today, when the globe has suffered a shortcut and the education system has become
a debate subject worldwide, the teachers want to become a strong connection between digital
and classic education.
The very challenge for the future is to find the middle way, when the pandemic
context dissapears, in order to preserve digital skills and keep the digital educational
resources made during this period, in order to attract students in a form of education in
concordance with the challenges of the times we live.
The Labour market needs new qualification, it will imply new skills, and a new
curriculla. 4.0 industry transfers the traditional labour in the virtual dimension, bringing all
these challenges in a very short period of time.
Education has adapted to the times and technology due to the COVID-19 pandemic, in
order to create a state of normality, thus determining that in the end the student becomes a
learning partner, independent in thought and actions.
In conclusion, this pandemic also had its good parts, offering an alternative to the
traditional education system by supplementing it with online activities. Also, the digitization
of certain learning activities offered multiple opportunities to students towards a future
dominated by new realities:Augumented Reality si Virtual Reality.
 Bibliography

https://www.edu.ro/sites/default/files/SMART.Edu%20-0document%20consultare.pdf
https://www.smart.edu.ro/
https://www.edupedu.ro/invatamantul-romanesc-vazut-prin-ochi-internationali-o-descriere-
nemiloasa-de-la-seful-educatiei-oecd-ce-fac-sistemele-cele-mai-performante-ale-lumii-iar-in-
romania-se-face-cel-mult-pe-hartie/
https://eacea.ec.europa.eu/national-policies/eurydice/content/romania_ro

Structură articol:
Formatul ştiinţific are o structură rigidă, rezultată din nevoia de a comunica eficient
şi unitar descoperiri ştiinţifice către un număr mare de cercetători. Formatul ştiinţific permite
studierea articolelor pe diferite nivele: unele persoane citesc doar titlurile pentru a-şi face o
părere despre informaţia cuprinsă în articole. Alţii citesc doar titlul şi rezumatul. Cei care sunt
interesaţi de subiectul articolului vor dori să citească şi secţiunea de Rezultate sau Concluzii.
Pentru articol s- a utilizat un format standard în care m-am asigurat că cititorul va reţine
datele importante indiferent de nivelul de profunzime în care studiază articolul .
Formatul standard este indicat în cazul articolelor care descriu referate şi articole
teoretice.
Titlul :
Cel mai bun moment pentru formularea unui titlu este atunci când articolul este
terminat. Astfel, titlul va reflecta cu acurateţe conţinutul şi ideea principală a articolului.
În titlu nu trebuie folosite formule, simboluri, termeni de jargon şi abrevieri. Toţi termenii
trebuie scrişi în întregime.
Titlul trebuie să fie cât mai scurt cu putinţă, dar suficient de complet pentru a fi
înţeles. Autorii trebuie să se gândească la faptul că titlul articolului lor va fi citit de mii de
oameni.
Titlul are două funcţii importante: să atragă audienţa şi să înlesnească găsirea şi
indexarea articolului.
Titlul a fost ales astfel încât să răspundă majorități cititorilor, care nu intră în
amănuntele articolului, ci examinează doar titlul. Dacă acesta este prea vag sau dacă nu
exprimă adecvat conţinutul articolului, atunci cititorii vor putea considera că articolul nu este
relevant pentru domeniul lor de interes şi articolul va fi trecut cu vederea. Acesta cuprinde o
parte dintre cuvintele cheie ale articolului.

Rezumatul:
În acest articol rezultatele sunt rezumate ale unor recomandări generale și specifice
legate de modul de desfășurare, impedimentele activități didactice în perioada pandemică ,
principalele aspecte de luat în considerare fiind respectarea unui standard de scriere din
punctul de vedere al conținutului, acurateței informațiilor prezentate în articol, corectitudinii
din punct de vedere gramatical, al logicii prezentării datelor colectate ținând întotdeauna cont
de ghidul de scriere specific publicației către care am trimitis articolul.

Revizuirea articolului
Citirea articolului de către autor
După finalizarea primei forme a articolului, sunt recomandate cel puţin două revizuiri
din partea autorului. Prima se va ocupa de organizare şi de logică, iar a doua de stil şi
exprimare. În timpul primei revizuiri, s-a citit tot articolul o dată. S-a verificat ordinea ideilor
prezentate, logica prezentării. S-a făcut acum majoritatea activităţii de rearanjare a ordinii
textului. În timpul celei de-a doua revizuiri, am cizelat exprimarea, am urmărit, în primul
rând claritatea şi nu frumuseţea.

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