To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

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.

Resumen: Debido a la influencia de las tecnologías, es imprescindible la adquisición de competencias digitales y mediáticas, especialmente en el profesorado. El Flipped Classroom es uno de los modelos pedagógicos que están revolucionando el ámbito educativo. Sin embargo, aún no existen estudios respecto a la adquisición de estas competencias. Así pues, con el presente trabajo de investigación se pretende analizar la percepción y valoración de los futuros docenes que ha experimentado Flipped Classroom para conocer cuál es su efecto en la adquisición de la "Competencia Digital Docente" (CDD). Para ello, se ha llevado a cabo una metodología cualitativa basada en Estudio de Caso tomando como unidad de análisis una materia del doble grado de Educación Infantil y Primaria. Como instrumento de recogida de información se optó por entrevistas, y para análisis de los datos obtenidos el método de comparación constante de la Teoría Fundamentada (GroundedTheory). Los resultados muestran que los estudiantes de grado perciben que el modelo de Flipped Classroom influye de manera positiva en la adquisición de algunas CDD, como: interpretar información audiovisual, creación y difusión de contenidos digitales, análisis crítico de uso de las TIC, estrategias didácticas para utilizar las tecnologías en el aula, entre otras. Los aspectos más valorados en el diseño metodológico del modelo en la promoción de dichas competencias son: el material audiovisual sobre el contenido, las actividades prácticas desarrolladas, el trabajo en equipo y la ayuda directa del docente en el aula. Palabras clave: Flipped Classroom, alfabetización tecnológica, competencias docente, experiencia educativa, educación superior. Abstract: Nowadays due to the technologies influence is essential the acquisition of digital and media literacy, specifically for teachers during the teacher training period. The Flipped Classroom is one of the pedagogical models that are revolutionizing the field of education. The current research paper tries to analyse the perception of the students who used Flipped Classroom in this experience and how is their effect on the acquisition of digital and media literacy. Due to the characteristics and size of the students group we decided to use a qualitative methodology based on studies of case taking as a unit of analysis a matter of the teacher training double degree. As an instrument for collecting information we opted for Grounded Theory method directed based on questions with open answers, and for analysis of the data obtained. The results show that the Flipped Classroom model influences positively on the digital and media literacy grade as students: interpreting audiovisual information, creating and disseminating digital content, criticizing and analyzing the use of ICT, teaching strategies to use technology in the classroom, among others. The most valued aspects in the methodological design of the model in the promotion of these skills are: the audiovisual material about the content, the practical activities developed teamwork and...

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

<p>Actualmente, el “Flipped Classroom” es uno de los modelos pedagógicos que están revolucionando el ámbito educativo, y puede que sea una palanca de cambio en la educación superior. Sin embargo, aún no existen suficientes evidencias de sus ventajas e inconvenientes en esta etapa educativa. Es por ello que con el presente trabajo de investigación se pretende analizar la percepción y valoración que hace el alumnado que ha experimentado Flipped Classroom y cuál es su efecto en el aprendizaje. Debido a las características del fenómeno objeto de estudio se decidió utilizar una metodología cualitativa basada en Estudios de Casos tomando como unidad de análisis una materia de la titulación de grado en Educación infantil y primaria. Como instrumento de recogida de información se optó por entrevistas dirigida basada en preguntas con respuestas abiertas.<em> </em></p><p><em>Los resultados evidencian que no hay un acuerdo en el alumnado respecto al Flipped Classroom. Por un lado, se encuentran estudiantes que valoran positivamente el modelo y que valoran las posibilidades educativas que tiene realizar las actividades prácticas en el aula, y trabajar de forma colaborativa. Y por otro, están un grupo de estudiantes muy críticos con el modelo y que prefieren seguir utilizando una metodología tradicional, debido principalmente a la falta de costumbre de utilizar metodologías activas y establecer el compromiso de aprendizaje que estas exigen. Las principales propuestas de mejora del diseño metodológico, esencialmente, son fruto principalmente de esta circunstancia. </em></p>

Massive Online Open Courses (MOOCs) offer the opportunity to implement a quality education timetable for those who lack the means due to economic, travel, or temporary availability limitations. Because of this, some non-governmental development organizations (NGOs), working in Latin American countries, are trying to implement this type of educational model within their educational projects. This article presents a case study on the development of a MOOC within the framework of international development cooperation carried out by an NGO and the National Autonomous University of Nicaragua. The research aims to analyze the opportunities and challenges of free, open, online teaching as a tool for achieving Sustainable Development Goal 4, and explore new educational possibilities to train people and contribute to the development of the communities in which they live. From a qualitative approach, grounded theory has been used as a holistic methodology for collecting, analyzing, and interpreting data, allowing the generation of theory in a systematic way. The most effective pedagogical models are evidenced to achieve the learning objectives and observe the challenges to be faced in order to achieve the effectiveness of MOOCs in this context. In conclusion, more applied research is needed to address the challenges that today’s societies, in times of pandemic, are facing at an educational and sustainability level.

INTRODUCCIÓN. La figura del docente tiene un papel fundamental en la integración de las TIC en los centros educativos, y la construcción de perfiles del profesorado ha sido utilizada en la investigación educativa sobre el uso pedagógico de las tecnologías digitales. Sin embargo, no existe aún un modelo teórico explicativo que aúne todos los factores y variables que permita implementar estrategias de integración de las TIC en las aulas, centradas en las necesidades y características del profesorado. Es por tal motivo que la presente investigación identifica diferentes perfiles del profesorado y aporta evidencias sobre factores que influyen en el modo de utilización de las tecnologías en la práctica docente. MÉTODO. Se ha realizado una investigación longitudinal con un estudio de casos múltiples, utilizando la entrevista semiestructurada como principal método de recogida de datos y el procedimiento de comparación constante de la teoría fundamentada como técnica para el análisis de datos. En este estudio han participado cuatro centros de educación primaria e infantil y coordinadores TIC, profesorado, miembros de equipos directivos, familias y asesores TIC (n=57). RESULTADOS. Se concluye el estudio con un modelo teórico explicativo conformado por cuatro perfiles de profesorado respecto al uso de las tecnologías en el aula: “reacio”, “aprendiz”, “gestor” y “e-innovador”. DISCUSIÓN. Los factores de la implementación de las tecnologías en la práctica docente identificados y coincidentes con otros estudios son la competencia digital docente, la formación permanente, las actitudes hacia las TIC, la autoconfianza, la colaboración con personal experto en TIC y la presión percibidadesde el contexto escolar.

Resumen:Las administraciones educativas han realizado una relevante inversión económica para dotar a los centros educativos de infraestructuras digitales. No obstante, la investigación educativa demuestra que no ha habido un cambio significativo en las prácticas docentes. Las expectativas de innovación didáctica generada por la introducción de las tecnologías digitales no se han cumplido en el nivel esperado. En este artículo se analizan las «macro» y «micro» políticas educativas y sus efectos en los procesos de integración educativa de las TIC. Para ello se llevaron a cabo estudios de caso múltiples y se aplicó una metodología cualitativa-longitudinal en tres momentos diferentes. Se utilizaron técnicas de observación en el aula y entrevistas semi-estructuradas. El análisis de los datos se realizó por el método de comparación constante de la Teoría Fundamentada con apoyo en el software WebQDA. Los resultados evidencian la insuficiencia de las macro-políticas educativas para la integración de las tecnologías digitales. Es necesaria la elaboración por parte de los centros educativos de un Proyecto de Educación Digital que responda a unos objetivos pedagógicos compartidos por toda la comunidad educativa. Palabras claves:Tecnología Educativa, Política Educativa, Proyecto de Educación Digital, Educación Primaria. Abstract:The educational administration have made a relevant economic investment to equip schools with digital infrastructures. However, educational research shows that there has been no significant change in teaching practices. The expectations of pedagogical innovation generated by the introduction of digital technologies have not been fulfilled in the expected level. This article analyzes the "macro" and "micro" educational policies and their effects on the processes of educational integration of ICT. For this, case studies were carried out and a qualitative-longitudinal methodology was applied in three different moments. Observational techniques were used in the classroom as well as semi-structured interviews. The data analysis was performed by the constant comparison method of the Grounded Theory with support in WebQDA software. The results show the insufficiency of macro-educational policies for the integration of digital technologies. It is necessary the elaboration of a Project of Digital Education that responds to pedagogical objectives shared by all members of the educative community.