This article by Suárez-Guerrero, Lloret-Catala, and Mateu-Luján examines the “new” relationship between didactics and technology developed by Peruvian teachers after a long period of emergency remote schooling: two full academic years of school closures.
Based on an open-ended questionnaire answered by 154 basic education teachers from Metropolitan Lima, the study moves beyond the impact on student learning to focus on teachers’ professional knowledge, which is reshaped when technology ceases to be a complement and becomes the educational environment itself.
Through qualitative analysis with emergent coding, the findings show that, after the pandemic, teachers believe that many technology-mediated practices from the emergency period should be integrated into face-to-face schooling. These include digital communication with families and students, a wide range of pedagogical and technological resources (videos, platforms, collaborative activities), and active methodologies that in primary and secondary education extend to flipped classrooms, projects, debates, and formative assessment.
One clear exception stands out: practices that invade privacy, particularly the intensive use of instant messaging and social media as channels for teaching and feedback, along with less desirable dynamics such as assessments without feedback or prolonged virtual classes in early educational stages.
The review reaches a strong and practical conclusion: prolonged experience with remote teaching accelerates a hybrid vision of schooling, in which face-to-face and digital modalities are no longer seen as opposites but as part of a single didactic continuum that can enrich teaching. However, this potential is contingent on two persistent demands from teachers: equitable access (internet connectivity and devices for schools and households) and sustained didactic and technological professional development.
In sum, the article provides clear criteria for deciding which “emergency” practices should be institutionalized in post-COVID schools and which should be discarded due to their pedagogical and ethical costs.
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How to Cite: Suárez-Guerrero, C., Lloret-Catalá, C., & Mateu-Luján, B. (2024). Didactics and technology. Teaching lessons from the long-term emergency remote school. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 397–415. https://doi.org/10.5944/ried.27.1.37686
