Post-pandemic teaching: the integration of technology in face-to-face classrooms

During the COVID-19 pandemic, teachers had to rapidly adapt their methods, strategies, and resources to an Emergency Remote Teaching model, increasing their use of digital tools. Upon returning to in-person learning, greater integration of technology might have been expected. However, this qualitative exploratory case study investigates what is happening in classrooms. It focuses on how 16 secondary school teachers at a small private school in a southeastern Mexican capital city adapted their teaching during and after the pandemic. Data was collected through an online semi-structured questionnaire and follow-up interviews with eight participants. Four categories guided the analysis: the use of technology in teaching, its impact, the challenges and support involved, and post-pandemic use. Findings reveal that while technology is used more frequently than before the pandemic, teachers remain cautious about its benefits in face-to-face settings. Many question its actual impact on student learning. The study highlights teachers’ adaptation strategies, their exploration of digital tools, their training experiences, and the impact of technology on both teaching practices and learning outcomes. Ultimately, the results challenge overly optimistic views on technology in education, portraying teachers as critical, reflective users—not passive adopters—of digital resources.