The COVID-19 pandemic marked a watershed moment in education, compelling schools worldwide to rapidly implement remote teaching models.
In contexts such as Peru, where school closures extended over two years, educators faced unprecedented challenges, fundamentally redefining their relationship with technology as a central tool in education. This prolonged period not only deepened pre-existing inequalities but also necessitated accelerated learning to adapt traditional pedagogical methods to a fully digital environment.
The educational emergency exposed significant gaps in teachers' digital competencies and technological infrastructure.
Within this context, educators were forced to improvise, employing trial-and-error strategies to develop didactic approaches that integrated digital platforms and mobile applications. These experiences catalyzed a shift in the perception of technology, transforming it from a supplementary resource to the primary medium of instruction.
However, this enforced integration raised critical lessons alongside concerns about privacy and the sustainability of certain practices.
This study examines how Peruvian teachers, after two years of emergency remote education, conceptualize the interplay between pedagogy and technology. Through surveys and qualitative analysis, it seeks to identify which technological practices should persist in a post-pandemic educational landscape and which should be set aside.
Additionally, the research explores how these experiences can inform the design of more equitable and effective hybrid models, tailored to meet the contemporary needs of basic education.
---
How to cite: Suárez-Guerrero, C., Lloret-Catala, C., & Mateu-Luján, B. (2024). Didactics and technology. Teaching lessons from the long-term emergency remote school. [Didáctica y tecnología. Lecciones docentes desde la escuela remota de emergencia de larga duración]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 397-415. https://doi.org/10.5944/ried.27.1.37686