Digital technologies in education are important for school success, the proper functioning of schools, the work of professionals, the participation of families, etc. However, not all schools have the same opportunities or are involved in the same way, either due to sociocultural issues or the dynamics of those schools. But, as the digital gap is recognized, studies also show that these schools are pioneers in the incorporation of digital media. However, faced with the suspense of face-to-face classes, teachers and families have faced new challenges.
In this context, PIECIT aims to address different needs in different target groups. In schools, and more specifically in those in difficult situations, it is necessary to recognize genuine educational practices linked to digital media from resources at their disposal and to generate new ones that cover the deficiencies they have experienced in the face of the situation of the COVID-19. In the management and teaching teams, the loneliness they have experienced when facing the pandemic makes it necessary to create structures that facilitate cooperation, exchange and joint construction. Families have also found themselves in situations of loneliness when dealing with the continuity in the learning of their sons and daughters due to limitations in access to digital media and intensive and simultaneous use by several family members.
Likewise, educational authorities, in order to plan, need to know in detail what the limitations and potentialities experienced by schools during the pandemic have been. Successful practices with digital media need to be identified and those practices recognized to empower teachers. Added to all of the above is the interest of university researchers and teachers in responding to the needs of generating knowledge and growing in the scientific and academic field. This, in turn, reinforces the value of the training faculties of teachers, pedagogies, educators and social workers. The final recipient is the global education system and society.