La Expansión de Nuevas Fronteras: Acceso, Participación Y Equidad en el Mundo Digital

There is no record of academics or futurologists who have sentenced a prospective context of ─"transitory digital obligatoriness"─ to face a pandemic in 2019, from which debates and controversies about the use of new technologies within the educational sector would arise, thus propitiating an exploration and implementation of alternatives to solve this situation, as argued by De-Santis et al. (2021). In fact, Pesántez-Avilés, Torres-Toukoumidis and Álvarez-Rodas (2021) express the existence of a dichotomy of educational alternatives during the pandemic, the first referring to an exceptional case, prescribed by an ─"emergency remote teaching"─ (Aragay, 2020), and which responded to an atypical and transitory situation, composed of a sum of repentizations to counteract the effect of the health crisis, in more colloquial words, it was thought of as a temporary episode that prioritized action-solution over a planning-reflection. On the other hand, the other side of this dichotomy was represented by an understanding of the pandemic as a catalyst of the educational reality; therefore, the decisions to be taken would prioritize planning-reflection over action-solution, since these would directly affect the future of the use of ICT in the educational sphere. In other words, during the pandemic, there were two paths that ultimately intertwined ─each having its own protagonism─, an initial response in promptu that sought to mitigate the lack of presence in the classroom, followed by a much more cautious and diligent path towards the organized adaptation of the virtual mode to the post-pandemic educational context.