The context of the COVID 19 pandemic has accelerated the processes of innovation in education, radically modifying the pedagogical practice of teachers and the learning processes of students, in addition to the precariousness of the equipment that in many cases has been shown to hinder the normal development of the educational process. In this edition of CITIE, the variety of educational contexts explains the importance of contextualization in educational innovation processes.
This edition of the 3rd International Congress on Trends In Educational Innovation CITIE 2020, is focused on Digital Education after COVID-19.
COVID-19 has influenced the education sector all over the world and affecting
learning of nearly 1.6 billion children and young people in almost 200 countries.
Closing of the schools, to prevent the spread of COVID-19, have impacted at least 94% of
the world’s children and young people population [
We can cite the large number of studies that were published in 2020, [
According to previous examples, the technology has been successfully used for instruction, delivering learning materials and in returning assignments. However, developed approaches have not supported well schools and teachers to carry out their important role in the socialization of learners and in the provision of services, such as, school meals. Moreover, learners have lacked peer-support and informal collaboration sessions.
In addition to the innovations, the digi-competence of teachers and learners have
improved during the COVID-19 era. Moreover, it has not been only a question about
digi-competence of teachers and learners but also the nature of competences learned
using digital tools. The education policy documents and curricula emphasize the
learning of competences needed in rapidly changing societies and working life through the
use of digital tools. These competences have been called as twenty first century
skills/competences or generic/transversal/future competences and described as the
broad range of competencies necessary to participate fully in modern societies and
support the employability of the citizens. It is clear the versatile use of digital tools is one
of those competences. One of the latest descriptions of these competences is done in
the Organization for Economic Cooperation and Development (OECD) Learning
Compass 2030 [
There are quite many studies on teachers and learners´ digital competence during the
COVID-19 time. For example, [
The policymakers, educators, researchers and families are interested to become familiar with the designed digital innovations and pedagogy related to the use of these innovations during the COVID-19 time and learn how these innovations have been used in various countries. Moreover, they are interested to learn about learners’ learning of future competences, engagement and well-being during the COVID-19 period. Especially, policymakers and researchers are interested to know how the COVID-19 has accelerated the use of digital tools in education and in the development of teachers' pedagogical practices. Consequently, conferences, like the CITIE 2020, are needed for sharing the experiences and research outcomes related to the new pedagogy and the use of digital tools in education. The CITIE 2020 presented conferences and pa- pers, a selection of which appear in this volume, which introduce innovations related to the use of digital tools in education and innovative pedagogies developed and re- searched during the COVID-19 pandemic.
Finally, we must underscore the importance of innovation in education considering
the context of interventions, including the sociocultural issues, citing the old adage that
the only permanent thing is change, for which we must prepare and constantly adapt in
education [