Resumen

CAMARENA PEREZ, Irma. Repercussions of Remote Emergency Teaching on the development of skills in technological high school students. Apert. (Guadalaj., Jal.) [online]. 2025, vol.17, n.1, pp.100-119.  Epub 09-Dic-2025. ISSN 2007-1094.  https://doi.org/10.32870/ap.v17n1.2584.

The forced transition from traditional to virtual education during the COVID-19 pandemic entailed important changes in educational practices, since the method, medium, and place for teaching had to be modified, disrupting habits and behaviors in the school community. This study aimed to understand the repercussions of Emergency Remote Teaching (ERE) on technological high school students in Jalisco when returning to face-to-face classes, in particular, the skills developed and those that were affected. The data was obtained through an online survey that was answered by 661 students and 64 teachers from four technological high school campuses. The findings showed that the main skills developed by the students were in the technological field, related to the management of educational platforms, office tools, applications for synchronous communication and social networks, as well as advanced internet searching. In contrast, social skills and some basic cognitive skills, such as writing, reading comprehension, memorization, and logical and mathematical reasoning, were affected. It is concluded that, in this new educational scenario, it is possible to reinforce the digital skills developed and compensate for the educational gap detected in some basic areas, with the commitment of both the institution and the school community.

Palabras llave : Emergency remote teaching; digital skills; educational platforms; digital resources.

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