Abstract
The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.
Highlights
The current pandemic is forcing education systems to face many challenges that raise very important questions about the future of education
A central focus of this research is the redefinition of the teacher training model, which requires an investigation into teachers’ perception of their digital competence, identification and categorization of classroom Information and Communication Technologies (ICT) educational practices and knowledge of whether the perspective used in prior training is compatible with the most innovative approaches
In response to the first research objective, several items of the instrument based on the Learning Design Support Environment project and the "Scale of Teaching Competence for ICT Integration" (TICTIP) are analyzed
Summary
The current pandemic is forcing education systems to face many challenges that raise very important questions about the future of education. A relevant conclusion of this study is the relationship between the participation of teachers in ICT didactic innovation projects and the development of lifelong learning with greater opportunities for modeling, reflection, counselling, collaboration and knowledge of educational experiences.
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