The symbiosis of the medium and the message in virtual teaching

Abstract

The covid-19 pandemic forced to move from face-to-face classes to online to avoid contagion and continue with the training of the students. In update cour-ses, the virtues of information and com-munication technologies (ict) were ex-pressed to facilitate teaching. Not only educational software was mentioned, but applications such as WhatsApp that facilitate processes in the classroom. In this sense, in this essay it is deliberated that the teaching profession confuses the medium with the message becau-se assumes that the effectiveness of teaching is due to the use of ict on the contents, the didactics of the teaching profession and the willingness of the students to learn. To support it policies to promote online education, articles on the advantages of educational techno-logy and its counterpart that questions technological determinism and techno-cracy as a panacea to improve teaching are presented. In short, the progress that each teacher has made with ict is not denied, but the voices of students who did not observe improvements with on-line classes are added to the debate, and also the detriment of the faculty’s The covid-19 pandemic forced to move from face-to-face classes to online to avoid contagion and continue with the training of the students. In update cour-ses, the virtues of information and com-munication technologies (ict) were ex-pressed to facilitate teaching. Not only educational software was mentioned, but applications such as WhatsApp that facilitate processes in the classroom. In this sense, in this essay it is deliberated that the teaching profession confuses the medium with the message becau-se assumes that the effectiveness of teaching is due to the use of ict on the contents, the didactics of the teaching profession and the willingness of the students to learn. To support it policies to promote online education, articles on the advantages of educational techno-logy and its counterpart that questions technological determinism and techno-cracy as a panacea to improve teaching are presented. In short, the progress that each teacher has made with ict is not denied, but the voices of students who did not observe improvements with on-line classes are added to the debate, and also the detriment of the faculty’s