The design of digital teaching resources: theoretical criteria for their development and implementation

Abstract

The purpose of this essay is to develop an argumentative dialogue on theoretical criteria that can be considered for the design and implementation of digital teaching resources. The importance of reflecting on this subject lies in the need to improve online instruction which, due to the pandemic caused by the SARS- CoV2 virus, has imposed upon us the need to transfer face-to-face instruction to e-learning modalities such as online or combined education.  E-learning involves new challenges for the design not only of the instruction per se but also of the teaching resources that accompany it. Thus, all educational actors are striving to adapt to e-learning. Some seek to transfer their teaching to an online modality without really changing it or reflecting on how some teaching activities cannot be replicated in a digital format. Others reflecting on precisely the opposite: on how their teaching changes once it is mediated by digital resources, mainly the Internet. It is believed that the expansion of didactic alternatives arising from the change from face-to-face educational modality to the e-learning modality requires exploring some theoretical topics that could be considered as a reference framework to support the development and implementation of digital resources, especially for basic education.