#2 Luis Velasquez – The educational system foresaw a virtual future

#2 Luis Velasquez – The educational system foresaw a virtual future

The global pandemic has put a tab on the educational system. Although teachers have done their
part by demonstrating their involvement and skilful work with their students, efforts seem vain.

Technology has converted into an unstoppable monster during Covid-19, and it is speedily
advancing by leaps and bounds. The new situation has pry teachers, students, and parents to
reassess the magnitude of using technologies in education. Furthermore, it imperative is in our
daily life, outlining paths that facilitate development and perfect our daily activities, allowing us
to carry out additional ones.

The usage of up-to-date technologies in classrooms stimulates learning fronting beyond effective
pedagogical methods that yield better results. Studies previously warned about this reality, but a
pandemic had to come to dismantle myths. It is striking that in a world where classrooms are
filled with digital natives, it is challenging to develop activities or experiences where in-real-
world (IRW) are handled judiciously.

On the other hand, technology has shown that helping automatic processes in educational
complexes unrelated to teaching allows us to focus our endeavours on better-quality student's
services. Among the many benefits offered by the use of technology in the classroom, we can
highlight:

Firstly, it powers the interest on the part of the student. Secondly, it increases motivation since it
offers a tool according to their tastes, habits or hobbies. Thirdly, it creates a shared digital space
that encourages cooperation. Furthermore, it promotes the active role of the student in facilitating
communication. Increases the levels of attention on the part of the student. Afterwards, it
incorporates new learning methodologies in the classroom—finally, it favours digital and
audiovisual literacy.

The non-abusive technological usage can have a beneficial impact on young people's education.
A clear example of this is the mobility of the devices or the security and infrastructure they offer
inside and outside the classroom.

Regardless of viable profits, there are also drawbacks, such as increased distraction, development
of addictions to new technologies, registration of non-specific or reliable information,
dependence on classmates or teachers, social isolation, and physical or visual issues.

Technological usage in classrooms or the living room in times of coronavirus must be the norm.
The obstacle appears the moment the line is blurred. Nowadays, more and more teachers approve
mobile devices use in class daily and see in the use of technology and opportunity to improve
their students' learning. But sometimes misinformation, lack of training, misuse and abuse of
them make their use demonized. Technology must go hand in hand with methodology. If this
does not happen, it will never give us those benefits that we all expect. For this reason, we must
create a pedagogy about technology, its use and implementation in the classroom.

Electronic devices and specialized software should aid us to reinforce learning and autonomy in
students. Consequently, we must grasp that it is a tool at our service to achieve better education
and even motivation that helps us capture interest and enhance the student's desire to investigate.
It is proven that the brain learns better if we manage to connect with emotions. Neuroscience
explains that a student assimilates more and better when he is excited, and this is precisely what
educators must achieve. The use of computers, the internet, mobile phones, or consoles helps us
increase motivation, emotion, and even envelopment in our teaching-learning process.

Covid-19 has proposed a paradigm shift. It has made resources and information available to
everyone today and produced globally. Formal and informal education has had no choice but to
realize that now what is necessary is to encourage the apprentice to seek what he wants to know.
Students have become protagonists and creators of their learning itinerary. With ICT, they are
promoted to action, to touch, to learn and to experience. Changes, changes and more changes, or
not so much, it is simply necessary to realize that technology is a reality and a challenge in
search of the brave who accept it.