Abstract:

The use of ICT is going through a particularly important moment in the educational field, especially given the exceptional situation resulting from the circumstances of Covid-19. The proliferation of these tools in all everyday aspects leads to the need to coexist with this new technological culture, altering, in the educational field, the activities carried out by students and teachers in the teaching and learning process and promoting new and unprecedented actions, which would not be possible (or would be possible only) without the available technological resources. Networking, access to information, at any time and in any place, the implementation of complementary activities by consulting special databases, videos and educational software, which help to better understand the subjects, contributes to the development of superior capacities, allowing not only to assimilate and memorize, but also to meaningfully understand, apply and reflect on what has been learned. However, the use of these tools creates some problems, such as dependence on these new technologies. The purpose of this research is to analyze the changes that occurred in university teaching as a result of the intensive use of ICT resources from March 2020, when the state of confinement in Spanish society was established, which obliges universities to implement the online teaching system. The information on which the research is based comes from a survey of a large sample of students from the Faculty of Social and Legal Sciences of the University of Jaén in which six undergraduate degrees and three joint degrees are taught. Specifically, it is interesting to analyze how the use of technological resources has influenced participation, attendance and active learning, identifying differences by degree. It also analyzes the instruments that are most valued by students in their learning process and those that are more inefficient or that can generate problems or even addiction. The methodological procedure used is descriptive, allowing to know the patterns that characterize the active process of incorporation of ICT in the last year.

Keywords:

ICT, COVID-19, learning process.