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The virus, besides causing a pandemic, with hundreds of thousands ill, and with
tens of thousands dead, has had the ability (‘the power’) to break standard
education practices. This has had, or may have, one benefit: to reconsider that
which is really important and that which is not so important. And this is of
great value for the teacher and for the student. And it has also served to
recognise and find alternative ways to transmit the knowledge. All things
considered, the teacher has had the opportunity to contribute in creating an
education model capable of boosting the development of new ways and methods of
learning. Certain educational techniques and resources have been able to be
recognised as ‘present’ or ‘absent’ in our education system. This implies
that certain recourses have to be present, or that is required to optimise those
that are available in order to teach, to learn, or to evaluate. Technology helps
to provide ‘direct’ contact between teacher and student, between teachers and
between students. But it goes without saying that the technology has to be
available.