Pedagogical patterns for the practice of virtual education

Abstract

The pandemic due to Covid-19 has provoked an unprecedented crisis in all areas of contemporary society. In the field of education, this emergency has led to the massive closure of the face-to-face activities of educational institutions in order to prevent the spread of the virus and mitigate its impact. In the field of education, many of the measures that the countries of the region have adopted in response to the crisis relate to the suspension of face-to-face classes at all levels, which has given rise tothree main areas of action: deployment of distance learning modalities, using a variety of formats and platforms (with or without the use of technology); support and mobilization of staff; andeducational communities, and the health care and integral well-being of students. In this sense, the objective of this document is to analyze the way in which a new model for the development of teaching and learning in the area of Baccalaureate in the Picoazá Educational Unit in the canton of Portoviejo has been implemented through virtual environments, Manabí, Ecuador. In this way, it is intended to highlight the diversity of the consequences that these measures will have on educational communities in the short and medium term, as well as to propose the main recommendations to cope with the impact in the best possible way, projecting opportunities for learning and innovation in post-pandemic education.