Innovation in the era of covid-19: paradigm or imposed reality?

Abstract

Declared an alarm state due to SARS-CoV-2, all types of non-essential activity were paralyzed and, consequently, the closure of educational centers. This closure causes an important change from face-to-face education to education supported by Information and Communication Technologies. Educational teams adopted innovative methodologies to achieve educational continuity. This research aims to show whether this hasty and innovative methodology is the result exclusively of the situation produced by the pandemic or has led to a change in the educational paradigm. For that purpose, we used the qualitative technique of discussion groups, formed by teachers and management teams of Toledo (Spain), and further analytical analysis of the data obtained. Based on the results obtained, we can say that, once the initial chaos has passed, teachers have known how to adapt and have been involved to guarantee the education of their students, making appropriate, inclusive and creative use of the technologies they had at their disposal. scope. Although they have had to overcome numerous materials, technical, emotional and administrative difficulties, they have been able to overcome the three steps that are suggested in technological innovation: assimilation, transition and transformation.