Innovative Teaching Strategies and Competences for Digital Education

Abstract

The pandemic has given great prominence to what we call online education or digital distance education. The so-called Information and Knowledge Society has been faced with a major challenge for which, as has happened at other times in history, distance education has been a lifeline. The unforeseen situation of not being able to attend educational institutions physically has been a challenge for many teachers who had never experienced online teaching or, even, technology-enhanced teaching. This article analyses the type of teaching that was generated in this period of time, the different methodologies used during the pandemic, and the levels of digital competence of university teachers to face the assumption of more innovative teaching models. As a result, it is observed that more active methodologies stand out, supported by technologies sometimes classical and sometimes emergent, which go beyond the “zoomification” of lessons, managing time and spaces in a more creative and efficient way. Teachers and institutions have understood that digital education requires the development of this type of methodology, but for this it is necessary to increase the levels of digital competence of teachers, which results in a better educational use of technologies, devices and tools that they have at their fingertips.