Herramientas educativas digitales emergentes en tiempos de pandemia

  1. Iker Arroyo Martínez 1
  2. Esteban Vázquez Cano 2
  3. César Bernal Bravo 3
  4. Carmen Burgos Videla 3
  1. 1 Universidad de Pablo de Olavide (España)
  2. 2 Universidad Nacional de Educación a Distancia (España)
  3. 3 Universidad Rey Juan Carlos (España)
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Revista:
Hekademos: revista educativa digital

ISSN: 1989-3558

Año de publicación: 2021

Número: 31

Páginas: 25-40

Tipo: Artículo

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Otras publicaciones en: Hekademos: revista educativa digital

Resumen

The global quarantine due to the COVID-19 pandemic has meant a significant impact on educational methodologies and tools used so far at different educational levels. International organizations, such as UNESCO or the International Association of Universities, have estimated their impact on the closure of schools and universities in 185 countries, with a complete cessation of activity in 59% of the 424 higher educational institutions reported, 1,542 million students and 63 million secondary school teachers and professors were affected. This compelling replacement towards a distance education showed important deficiencies within the educational community, particularly in their infrastructures, methodologies and digital skills of their faculty to carry out a correct online teaching. However, it is clear that current digital world offers a series of advantages that we should explore, such as increasing student motivation, improving communication skills or promoting collaborative learning, among others. The aim of this review is to examine the main digital tools used in online learning. It is crucial to know their nature and educational potential, taking into account that their extraordinary development and expansion is not only due to the current health emergency, but to the global interest to build educational systems which are able to fulfil social demands, through flexible learning paths that support the acquisition of competences, particularly digital competences for both professors and their students.

Referencias bibliográficas

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Fuente de los datos: Dialnet