Abstract:

The first effects of a pandemic in the digital era were experienced during the academic year 2019-2020. COVID-19 meant a methodological evolution in all the teaching-learning processes into a technology-based education. At the beginning of the course, a program of educational innovation was carried out to reinforce the digital competences of the last-year students of the Pedagogy Degree of the University of Malaga and their knowledge was compared from the beginning to end of the first four-month period. The initial idea was to verify a possible improvement of digital competences for their labour projection, but, due to the subsequent confinement, a comparative study of the impact of that specifical training with the adaptation to the telematic training of the second four-month period was carried out. A Wilcoxon test was carried out to find significant differences in the pre-test and post-test of the control group and a comparison of means between the students of the different courses of the Pedagogy Degree (and other educational degrees) and their perception about their complexity to assume the educational load during their telematic learning during confinement. The results show a significant improvement with respect to the digital competence of the experienced sample and its notorious impact on the students' perceptions regarding other courses and degrees.

Keywords:

Software, learning, research projects, educational projects, COVID19.