Educational synergies
October - December Vol. 6 - 4 - 2021
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
revistasinergia@soyuo.mx
Diversity in the development of
American education
Miguel Angel Alava Alcivar
In this new issue of research articles, we highlight diverse topics
such as evaluation of personal learning environments, even more so
in the current era, where global circumstances have caused a radical
change in the educational tools we use, the technological revolution
has changed our way of understanding our entire environment. The
new generations live a very different reality from the one that existed
in our childhood and, most probably, in a few years nothing of what
we know will have anything to do with what exists now. Changes
are very rapid and education must make it easier for students to adapt
to them. For this purpose, the use of a virtual learning environment
or EVA can be a very useful tool.
When society changes, education must change with it, adapting to
the new circumstances, not only in terms of content, but also in
relation to its mode and techniques of delivery. In fact, it would make
no sense to continue teaching in the same way as 40 years ago. But
what exactly do these tools consist of? Virtual learning environments
bring and improve many educational aspects, in addition to
facilitating pedagogical change. We can start with the change in the
roles of teacher and student: in the case of the teacher, the latter
becomes a guide and someone who directs and proposes resources
rather than transmitting knowledge as had been the norm. In the case
of the student, and given the flexibility of the EVA, his or her own
responsibility, involvement, collaboration and interaction are
encouraged in a constructivist environment that facilitates active and
collaborative learning and also allows the creation of knowledge and
learning networks.
Both as a reinforcement of face-to-face modalities and in fully
virtual environments, EVAs allow us to work and link our activities
with technological competencies that allow us, for example, to
Editorial
Educational synergies
October - December Vol. 6 - 4 - 2021
http://sinergiaseducativas.mx/index.php/revista/
2
generate, share or process information. Moreover, given this link
with ICT, we can work on skills that are part of the virtual
environment: writing and synthesis of texts, communication in the
form of mail or discussion spaces, search, selection and
dissemination of information or, taking into account the versatility
of these environments, work with tools that can be integrated into
them.
This allows us to evaluate in the EVA itself aspects related to the
performance of our students: active participation, interaction and
communication, management and exchange of information, mastery
of the environment itself, planning or attitude and good manners in
a virtual teamwork. Finally, virtual environments have facilitated
continuous training for many people.
Therefore, it is important to strengthen this central thematic axis,
which is totally linked to the other contributions that will be
presented in this new issue of the journal, pointing out the
importance of virtual learning environments both as a reinforcement
of face-to-face modalities and in totally virtual environments, EVAs
allow us to work and link our activities with technological
competencies that allow us, for example, to generate, share or treat
information. We are grateful for the valuable research contributions
of all the teachers/researchers who shared their explorations in this
edition, thus highlighting the main objective of our journal: to link
the various explorations, committed to the teaching task.
