As to my knowledge yes it has both positive and negative in relation with different circumstance. For instance, in the case of Ethiopia most urban and rural children attained school in face-to-face modal, which oppose the intention of virtual learning. In fact, we don't have necessary facilities useful for such approach of teaching and learning at all, specially at early years of learning, even rear at higher level of education. In addition, as a country we don't have policy which guide and support this. So, while we compare this with the rest of children who will have such opportunity, Ethiopian children will be affected negative. In general, opportunity and practice matter.

Of course, in my opinion, it has very bad results in terms of children's social skills, it also alienates people from each other. This bullshit "virus" or whatever it is, it destroys the human form of humanity. May the Force be with us all.

Thank you for the question. The literature on how young children interact with technology for educational purposes is scarce. I do believe that future research initiatives on children's experiences during the schools' lockdown on this topic will be in evidence and open a window of understanding of how children, especially young ones, learn and interact virtually.

Thank you for your question. I think about some points. First, I agree with Alemayehu about how the children can relation with technology and the possibilities in context. In my country are differences. I agree about the social relations are being affected. And the last, it could be so difficult if there are some children with development problems. I have done a poll about the last point I mentioned. Perhaps it is a new interest to investigate