An Overview of the Orgware of Online Education in the Times of COVID-19 in Latin America and the Caribbean

Abstract

The study reviews the component environment of the Virtual Education Orgware (VEO) in Latin America and the Caribbean during the first months of the coronavirus disease pandemic (Covid-19). Focused on digital competence and the effect on virtuality, it views the teacher as the starting point. The grounded theory methodological approach allows this study to turn the structure of concepts related to the phenomenon into variables. Likewise, the dimensions of the TPACK model become processes, to conclude that the substantiveness of VEO lies in the integration, assurance and interaction permeated by pedagogical, socioeconomic and technological conditions. The results reveal that the digital competence of teachers, if they have it, is not enough to carry out the educational process virtually, but that digital pedagogical competence is required in the face of a second crisis caused by the increase in the use of the Internet and the unequal rate of connectivity for some segments of the population.