Abstract:

The COVID-19 pandemic has generated great changes in the activities of the various social spheres. One of the most affected fields is that of education, particularly because educational centers of various levels have been closed in different countries of the world; however, this closure did not imply the total interruption of educational activities, since had to move from the face-to-face mode to the distance mode as it was the digital solution to continue with these activities in the face of the confinement of people. However, this abrupt and emerging change has of course brought challenges to be overcome, obstacles for example of a technological nature to be able to continue in this mode at a distance, administrative activities that deal with order these elements, redesign of educational activities and of course evaluation, among other work area.

Mexico, educational institutions of all levels, as of April 2020 have had various strategies to continue their educational work, such is the case of basic education in which the state supported particularly with television and digital programs. Or for example the different strategies that, depending on the universities have supported their students, such is the case of support with tablets, laptops, emerging scholarships. However, more than a year after these “emergent” situations, the return to face-to-face classes is still uncertain. The teacher has been key to overcoming these challenges with his experience, that of his own team, his interconnectivity to the internet, but also with creativity and innovation. educational. The objective of this research, which starts from a broader investigation carried out at the National Polytechnic Institute (SIP-20210618) using a case study at the postgraduate level (Center for Economic, Administrative and Social Research (CIECAS), is to identify if graduate level professors who went from face-to-face classes to emergency remote teaching due to Covid19, have used educational innovation in their practice to overcome disruptions related to: technical and didactic resources, expectations, skills; if so, if their actions are based on the emerging connectivism pedagogy model of Siemens and Downes, which responds to new ways of acquiring learning in reticular and digital environments. This paper will present the main results of the first stage of results with distance surveys on the challenges that postgraduate teachers have faced and their main teaching strategies in this period of pandemic, in order to identify if there is or no, educational innovation.

Keywords:

Innovative strategies, teachers, distance education, Covid-19.