Teaching adaptation strategies since the pandemic: Google Classroom as a pillar of virtual education

Abstract

This article analyzes the perceptions of teachers and students in Basic General Education about the use of Google Classroom as an educational tool in post-pandemic virtual education. To approach it, a descriptive methodology was followed, from the quantitative approach, from a non-experimental and cross-sectional design, using the survey as a data collection technique to address a sample of six Basic General Education teachers who use Google Classroom to manage their classes, together with 176 students of these courses. Considering that the intention was to identify the benefits and challenges associated with the platform, the results indicate that Google Classroom helps the organization of tasks and materials, being perceived as a simple tool to use. However, limitations in student communication and motivation are also evident, suggesting the need to complement their use with active methodologies and additional interactive tools. It is concluded that, although Google Classroom is essential for post-pandemic education, its effectiveness can be improved through the integration of pedagogical strategies that promote more dynamic and motivating learning.