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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.

Tese de Doutoramento em Ciências da Educação, Especialidade de Organização do Ensino, apresentada à Faculdade de Psicologia e Ciências da Educação da Universidade de Coimbra. A tecnologia aplicada em contexto educativo não é uma realidade recente e deve ser equacionada a partir de experiências passadas, para que a compreensão da mesma não permaneça refém da episódica novidade tecnológica. Com a introdução da Tecnologia Digital (TD) nos estabelecimentos de ensino, novas realidades foram sendo construídas e diferentes desafios têm vindo a ser colocados no que diz respeito ao desenvolvimento de ambientes de ensino e de aprendizagem enriquecidos com o digital. Nesse sentido, a aprendizagem em rede e as potencialidades das tecnologias digitais trouxeram novos e estimulantes desafios para toda a comunidade escolar. Um dos principais desafios prende-se com a necessidade de conceber novos cenários de aprendizagem com recurso às tecnologias digitais, às redes sociais e aos ambientes virtuais, sendo fundamental que os professores adquiram competências digitais que lhes permitam a utilização dessas tecnologias de forma eficaz. Porém, considera-se também relevante compreender as formas de disseminação ou de eventual dificuldade dessa mesma disseminação, numa visão coetânea do uso e da apropriação da Tecnologia pela Educação e a forma como a evolução da Tecnologia veio influenciar profundamente as técnicas de ensino aprendizagem. Este estudo, desenvolvido entre 2019 e 2021, tem, pois, como objetivo analisar o contexto evolutivo da introdução da tecnologia nas escolas portuguesas, desde o início do século XX até à atualidade, e identificar as competências digitais dos docentes portugueses dos diferentes níveis de ensino. A análise realizada, de cariz qualitativo e quantitativo, permite concluir que as tecnologias tiveram uma lenta difusão na escola portuguesa, fruto da escassez de recursos e de um investimento residual na formação docente, conferindo ao uso da Tecnologia na escola um caráter mais irregular e lúdico do que verdadeiramente integrado em práticas pedagógicas com vista a promover a qualidade das aprendizagens. Apesar de se observar, nos anos mais recentes, ainda algum conservadorismo na utilização da tecnologia, muito centrada no seu uso instrumental, têm-se concretizado mais práticas com intencionalidade pedagógica e mais focadas na participação ativa dos estudantes, constatando-se também a importância crescente da formação docente neste domínio das tecnologias digitais, com o objetivo de tornar os professores mais competentes e fluentes no uso pedagógico do digital. Para além disso, o estudo focou-se na percepção dos professores das suas competências digitais em três dimensões: as competências profissionais e pedagógicas dos professores e as competências dos alunos, a partir do referencial DigCompEdu e do questionário de autoavaliação de competências digitais construído a partir desse mesmo referencial – DigCompEdu CheckIn. A análise das respostas obtidas neste questionário (coletadas a partir da participação de 434 docentes do Ensino Básico e Secundário e 118 do Ensino Superior) demonstrou que os professores necessitam de aumentar os seus níveis de proficiência digital através de formação específica, uma vez que apresentam, globalmente, um nível de proficiência digital moderado - nível B1 -Integradores- sendo as áreas 4 – Avaliação – e 6 – Capacitação digital dos estudantes, as que apresentam maiores fragilidades. Technology applied in the educational context is not a recent reality and should be considered from past experiences, so that the understanding of it does not remain hostage to the episodic technological novelty. With the introduction of Digital Technology (DT) in schools, new realities have been built and different challenges have been posed regarding the development of teaching and learning environments enriched with the digital. In this sense, networked learning and the potential of digital technologies have brought new and stimulating challenges for the whole school community. One of the main challenges relates to the need to design new learning scenarios using digital technologies, social networks and virtual environments, being fundamental that teachers acquire digital skills that allow them to use these technologies effectively. However, it is also relevant to understand the forms of dissemination or the eventual difficulty of this dissemination, in a contemporary vision of the use and appropriation of Technology by Education and the way in which the evolution of Technology has deeply influenced the techniques of teaching and learning. This study aims to analyse the evolutionary context of the introduction of technology in Portuguese schools, from the beginning of the 20th century to the present day, and to identify the digital skills of Portuguese teachers at different educational levels. The analysis, qualitative and quantitative in nature, allowed us to conclude that technologies had a slow diffusion in Portuguese schools, because of the scarcity of resources and residual investment in teacher training, giving the use of technology in school a more irregular and playful character rather than truly integrated in pedagogical practices to promote the quality of learning. Although in recent years there has been still some conservatism in the use of technology, very focused on its instrumental use, there have been more practices with pedagogical intent and more focused on the active participation of students, also noting the growing importance of teacher training in this field of digital technologies, with the aim of making teachers more competent and fluent in the pedagogical use of digital. Furthermore, the study focused on the teachers' perception of their digital competencies in three dimensions: the teachers' professional and pedagogical competencies and the students' competencies from the DigCompEdu framework and the self-assessment questionnaire of digital competencies built from the same framework - DigCompEdu CheckIn. The analysis of the answers obtained in this questionnaire (collected from the participation of 434 teachers of Basic and Secondary Education and 118 of Higher Education) showed that teachers need to increase their levels of digital proficiency through specific training, since they present, globally, a moderate level of digital proficiency - level B1 -Integrators- being the areas 4 - Evaluation - and 6 - Digital empowerment of students, the ones that present the greatest weaknesses.

Many factors influence teachers’ attitude toward using information and communications technology (ICT) and e-learning and their implantation in the educational process. Teachers are reluctant to embrace new things if they are not acquainted with them or do not have complete information. Those who have some knowledge and experience in the application of ICT and e-learning are more open to their integration. The COVID-19 pandemic was unexpected, and no one was prepared for it, especially those teachers who did not use ICT and e-learning. In a short period of time teachers had to embrace digital technologies in order to ensure continuation of educational processes. In surveys carried out during the pandemic, teachers find that their digital competences have increased based largely on the use of ICT and e-learning technologies. Two years after the start of the pandemic, surveys are showing that teachers have good knowledge of e-learning applications in the educational process, but they need professional development in the use of ICT and e-learning more than in digital pedagogies. Yet, their use of ICT and e-learning technologies during the pandemic is predominantly in videoconferencing tools to ensure the continuation of live lectures, and in the use of learning management systems (LMS) for dissemination of information about the course, learning materials and communication. Research results indicate that there are no significant changes in the use of LMS since before the pandemic. Experience gained during the pandemic is not in online education, but mostly in emergency remote teaching whereby teachers used basic technologies in order to ensure the continuation of educational processes. It can be concluded that lack of digital competence influences teachers’ readiness for use of digital technologies and their perception of the possibilities and benefits digital technologies can bring to education. It can also explain why teachers are going back to classroom teaching or an online/classroom hybrid as an addition to teaching and learning. Teachers’ digital confluence can significantly influence the process of digital transformation of education, as competent teachers will be able to provide high-quality education. It has become evident that digital technologies are unavoidable in the educational process and their implementation is important for enhancing its quality. Accordingly, teachers’ continuing professional development must become an integral part of their career, not just an opportunity for those who are interested.

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.