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The Covid 19 pandemic was declared at the very beginning of the summer term of 2020 and left online classes as practically only possibility to ensure the continuity of classes. In those completely uncertain circumstances and in a very short period of time, the faculties had to make decisions that would ensure a quick, accessible and as simple as possible solution to continue the classes in the summer term. At the Zagreb University of Applied Sciences (TVZ), online classes began within a week of the declaration of the Covid 19 pandemic. The decision makers at that moment primarily thought about what digital technologies were presently available to them and how students would adapt, while they paid much less attention to how it would affect the teachers who had to implement their decisions. The speed of adaptation of online teaching at each individual faculty, including at TVZ, primarily depended on the level of implementation of digital technologies already adopted in the existing teaching processes, but also on how convinced its teachers were that the pandemic would be short and temporary, or a long-term situation in which they would have to continue all their activities. That's why it was interesting to check how the teachers at TVZ managed in that extraordinary situation. The research was based on a WEB survey with a sample of teachers who represent all TVZ studies and all natural, technical, and social subjects conducted in each study program. The survey questions were divided into several shorter thematic units, which were intended to investigate teachers' attitudes related to the perception of the quality of online classes, their teaching load, experienced social-psychological aspects during online classes, and desirable forms of institutional support. The obtained results show that in each of these situations, the teachers tried to find optimal ways to successfully end the term and to create new evaluation rules that would ensure an objective assessment of the learning outcomes achieved by their students. Most teachers believed that the pandemic would end by the beginning of the next academic year, and that classes would then continue "as before", but as in any crisis, there were also those who were aware of the possibility that the pandemic would last longer and who did their best to adapt to the new conditions of teaching. The most important challenges faced by TVZ teachers were the increased workload in preparing and holding online classes, the lack of digital competences, the uncertainty of the quality of online classes, especially during practical classes and laboratory exercises, and determining a fair method of assessment. No less important challenges for teachers on TVZ were further development of their digital competences, as well as the feeling of a lack of institutional support during online classes. In addition to all that, for most teachers online teaching resulted in an imbalance between private and professional life. Now, at a time when the Covid-19 pandemic is no longer the main reason for having online classes, faculty administration and their teachers should continue to improve their digital competences, introduce new digital tools in F2F classes, while trying to ensure regular contact with their students, fellow teachers, and all other participants in higher education.

INTRODUCCIÓ. Enriquir els ambients d’aprenentatge amb TIC és possible gràcies a la infinitat d’eines que milloren la comunicació, la interacció i l’accés a fonts d’informació. L’objectiu d’aquest estudi va ser determinar el nivell d’apropiació i integració de les TIC en docents i estudiants de la Facultat de Filosofia de la Universitat Central de l’Equador. MÈTODE. L’estudi es va dur a terme mitjançant un enfocament quantitatiu, d’abast descriptiu. La població d’estudi van ser docents i estudiants. Es va utilitzar un mostreig aleatori simple amb un 95 % de confiabilitat i un 5 % d’error. La tècnica va ser l’enquesta i l’instrument va ser el qüestionari. RESULTATS. En els nivells d’apropiació es va obtenir una mitjana de 3,48/5 en estudiants i 3,30/5 en docents. En integració es va obtenir 3,16/5 en estudiants i 2,90/5 en docents. Per verificar diferències estadísticament significatives entre estudiants i docents en ús i integració es va utilitzar la prova U de Mann-Whitney. DISCUSSIÓ. Sí que hi ha ús i integració de les TIC en la població investigada, però no hi ha diferències estadísticament significatives en l’ús i integració de tecnologies en els processos d’ensenyament i aprenentatge entre estudiants i docents. INTRODUCTION. Enriching learning environments with ICT is possible thanks to the myriad of tools that improve communication, interaction and access to information sources. This study aimed to determine the level of appropriation and integration of ICT in teachers and students of the Faculty of Philosophy of the Central University of Ecuador. METHOD. The study combined descriptive research with a quantitative approach. The study population were teachers and students, selected via simple random sampling with a confidence level of 95% and a margin of error of 5%. The technique used was the survey and the instrument chosen was the questionnaire. RESULTS. With regard to appropriation, the average for students was 3.48 out of 5 and the average for teachers was 3.30 out of 5. In integration, the average was 3.16 out of 5 for students and 2.90 out of 5 for teachers. To verify statistically significant differences between students and teachers in use and integration, the Mann–Whitney U test was used. DISCUSSION. ICT was used and integrated by both the students and the teachers, but there were no statistically significant differences in the two groups’ use and integration of technologies in teaching and learning processes. INTRODUCCIÓN. Enriquecer los ambientes de aprendizaje con TIC es posible gracias a la infinidad de herramientas que mejoran la comunicación, la interacción y el acceso a fuentes de información. El objetivo fue determinar el nivel de apropiación e integración de las TIC en docentes y estudiantes de la Facultad de Filosofía de la Universidad Central del Ecuador. MÉTODO. El estudio se llevó a cabo mediante un enfoque cuantitativo, de alcance descriptivo. La población de estudio fueron docentes y estudiantes. Se utilizó un muestreo aleatorio simple con un 95 % de confiabilidad y 5 % de error. La técnica fue la encuesta y el instrumento el cuestionario. RESULTADOS. Se obtuvo en los niveles de apropiación una media de 3,48/5 en estudiantes y 3,30/5 en docentes. En integración se obtuvo 3,16/5 en estudiantes y 2,90/5 en docentes. Para verificar diferencias estadísticamente significativas entre estudiantes y docentes en uso e integración se utilizó la prueba U de Mann-Whitney. DISCUSIÓN. Sí hay uso e integración de las TIC en la población investigada, pero no hay diferencias estadísticamente significativas en el uso e integración de tecnologías en los procesos de enseñanza y aprendizaje entre estudiantes y docentes.