Learning derived from the implementation of a pedagogical device in remote teaching conditions by Covid-19

The experience of implementing a pedagogical device in a rural educational institution is presented. The objective is to contribute to the study of the incorporation of digital media in schools through the description and analysis of certain pedagogical adaptations that took place in remote teaching conditions due to Covid-19. Under the action-research approach in education, high school students were guided and accompanied in the creation of short videos on environmental promotion and sustainable development. From a qualitative analysis, the following were identified as important adaptations: 1) more flexible times, rhythms, and stages of teaching and learning; 2) the agency and mobilization of digital skills by the teacher to strengthen the pedagogical relationship; and 3) the emphasis placed on the communicative aspects of digital media to favor the creation and expression of students. In general, a reflection on the resources, means and strategies that are needed to respond to the heterogeneity of educational scenarios or unprecedented conditions such as those generated by the pandemic is addressed.