This article explores how the digital strategy for schools policy 2015–2020, Ireland’s national digital technology in education policy and its enactment in schools prepared them for school closures as part of the Covid-19 response. The educational, economic and social context in which the digital strategy for schools was published in 2015 was vastly different from the current living with Covid-19 context. When schools eventually recalibrate, lockdown induced school closures will have provided a collective perspective and richer evidence base for the triumvirate of student, teacher and parent to contribute to the technology in the education debate. This paper utilises Ball, Maguire, and Braun’s concept of context as a heuristic tool to illuminate the enactment of the Digital Strategy for Schools 2015–2020. The approach taken is discursive drawing on the digital strategy for schools policy document and the corpus of national and international reports and literature that have been published during Covid-19. Findings are fused with a detailed theoretical discussion about what we understand by digital learning for a post-pandemic society, how the current digital strategy speaks to this new reality and where attention should be directed in future reviews and strategy documents.

本文探讨了 2015 年至 2020 年学校政策的数字战略、爱尔兰的国家教育数字技术政策及其在学校中的颁布如何为学校停课做好准备，作为 Covid-19 响应的一部分。2015 年发布学校数字战略的教育、经济和社会背景与当前的 Covid-19 环境大不相同。当学校最终重新调整时，封锁导致的学校关闭将为学生、教师和家长三方共同为教育辩论中的技术做出贡献提供集体观点和更丰富的证据基础。本文利用 Ball、Maguire 和 Braun 的情境概念作为启发式工具来阐明 2015-2020 年学校数字战略的制定。所采取的方法是散漫地借鉴了学校政策文件的数字战略以及在 Covid-19 期间发表的国家和国际报告和文献的语料库。研究结果与详细的理论讨论相结合，讨论我们对大流行后社会的数字学习的理解、当前的数字战略如何应对这一新现实以及在未来的审查和战略文件中应将注意力集中在哪里。