Digital competence in technology-mediated learning. A first post-pandemic reflection

Abstract

This article provides a mapping of ICT inclusion education policies and digital competency frameworks and the relevance of understanding their scope in a pandemic and post-pandemic context. Firstly, we review how the 1-to-1 models of digital inclusion have burst into education systems and how they reflect a view of the incorporation of ICT from a perspective that takes into account the student and the development of digital competence (DC) in them, to then delve into the development of digital competence of teachers (TDC) as a relevant actor in teaching and learning processes mediated by digital technologies. Finally, it reflects on research results in relation to the tools that education in Uruguay has had to face an accelerated transition towards an emergency remote teaching, as the only educational response in a context of uncertainty in pandemic and how it could be thought post-pandemic and for whom in a continuum from face-to-face mediated by digital technologies to full virtuality.