About this Research Topic
The COVID-19 pandemic has led to great changes in the educational environment. One such change has been focused on teaching and learning procedures, which have shifted from master classes to telematic classes. This change has necessarily altered the methodologies of teachers, who have had to make use of various technological resources to develop their teaching.
The impact of the current global situation has generated the implementation of active methodologies in the processes of teaching and learning, which was only possible through the advance of technological resources available. An example of this is the application of the e-learning method, the b-learning method, telepresence, etc. It can be indicated that the application of active and innovative teaching methods leads, almost implicitly, to the use of various technological resources. Some examples of these resources are Google Drive, Telegram, WhatsApp, Meet, etc. These are only a few of the consistently growing number of platforms that have allowed teachers to develop the processes of teaching and learning. Furthermore, the term active methodologies should be understood as focusing primarily on those teaching and learning processes in which the learner is at the centre of the pedagogical act. In other words, the learner plays an active role in learning. In this case, the teacher becomes the guide of the teaching and learning process. In this special issue we will not accept teaching practices based on the expository method.
In this Research Topic, we highly encourage the submission of studies related to educational experiences developed during the time of the pandemic. Such educational experiences should be based on active and innovative teaching methods that make use of various technological resources. There is room for studies such as systematic reviews of literature, bibliometric, descriptive, correlational, and comparative studies between control and experimental groups. Studies of any educational stage are welcome. Great importance will be given to the pedagogical procedure developed, since we are interested in knowing the teaching and learning procedure, focused mainly on the teaching method and the evaluation developed. Studies applied to students from 3 to 21 years of age are accepted. That is, the educational stages of early childhood education, primary education, secondary education, baccalaureate, vocational training and university education. This special issue aims to compile good pedagogical practices in the application of technological resources.
This article collection will also focus on the pedagogical procedures developed, taking much interest in putting forward the new teaching and learning procedures, emphasizing on the teaching methods and the evaluation developed.
The objectives of this Research Topic, therefore, are:
• To identify the influence of active teaching methods on students' teaching and learning processes.
• To identify the influence of applied technological resources on students' teaching and learning processes.
• To know concrete and specific pedagogical methods through the use of various technological resources.
The impact of the current global situation has generated the implementation of active methodologies in the processes of teaching and learning, which was only possible through the advance of technological resources available. An example of this is the application of the e-learning method, the b-learning method, telepresence, etc. It can be indicated that the application of active and innovative teaching methods leads, almost implicitly, to the use of various technological resources. Some examples of these resources are Google Drive, Telegram, WhatsApp, Meet, etc. These are only a few of the consistently growing number of platforms that have allowed teachers to develop the processes of teaching and learning. Furthermore, the term active methodologies should be understood as focusing primarily on those teaching and learning processes in which the learner is at the centre of the pedagogical act. In other words, the learner plays an active role in learning. In this case, the teacher becomes the guide of the teaching and learning process. In this special issue we will not accept teaching practices based on the expository method.
In this Research Topic, we highly encourage the submission of studies related to educational experiences developed during the time of the pandemic. Such educational experiences should be based on active and innovative teaching methods that make use of various technological resources. There is room for studies such as systematic reviews of literature, bibliometric, descriptive, correlational, and comparative studies between control and experimental groups. Studies of any educational stage are welcome. Great importance will be given to the pedagogical procedure developed, since we are interested in knowing the teaching and learning procedure, focused mainly on the teaching method and the evaluation developed. Studies applied to students from 3 to 21 years of age are accepted. That is, the educational stages of early childhood education, primary education, secondary education, baccalaureate, vocational training and university education. This special issue aims to compile good pedagogical practices in the application of technological resources.
This article collection will also focus on the pedagogical procedures developed, taking much interest in putting forward the new teaching and learning procedures, emphasizing on the teaching methods and the evaluation developed.
The objectives of this Research Topic, therefore, are:
• To identify the influence of active teaching methods on students' teaching and learning processes.
• To identify the influence of applied technological resources on students' teaching and learning processes.
• To know concrete and specific pedagogical methods through the use of various technological resources.
Keywords: ICT, educational innovation, digital resources, emerging methodologies, ubiquitous learning, COVID-19
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
