THE PERCEPTION OF THE IMPORTANCE OF USING ONLINE TOOLS IN TEACHING

It goes without saying that the SARS-CoV2 pandemic has accelerated the need to adopt tools developed through online technologies to complement the methods used in traditional teaching. Therefore, these circumstances imposed on the teachers a rhythm of searching for these tools and adapting to new methods by which they can carry out teaching, evaluation and, for that matter, the entire communication. It is necessary, however, to answer the question: can all traditional teaching methods be successfully achieved using accessible technology? Pre-pandemic studies indicated that either some can only be done traditionally, or some can only be partially done using new and accessible technology. Now, after the pandemic, when things are beginning to settle down, teaching staff are beginning to understand what changes in student learning behavior have occurred and which of the technological improvements they have made to support traditional teaching-assessment tools. This was carried out through online activities that have led to these changes. At the same time, they also discover the lack of tools that can be technologized, but which they do not yet find to be implemented. Thus, a new question emerges: what is missing from technology to cover the entire didactic process as implemented through traditional methods? In this sense, we asked the teaching staff questions regarding the relevance of online tools specific to the didactic act aimed at automating it, so that they effectively replace the traditional methods of learning management and the educational institution. Thus, we wanted to identify the characteristics that a Learning Management System (LMS) can have in order to cover most of the tasks of organizing teaching and learning activities, which any teacher performs repeatedly at different time intervals.