A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe” 

Technological advancement has completely redefined traditional educational models, creating new opportunities and challenges for both teachers and students.  Digitalization has allowed for the implementation of innovative methodologies, such as data-driven learning, artificial intelligence applied to teaching, and the use of immersive virtual environments.   

According to the Organization for Economic Cooperation and Development, over 80% of teachers believe that developing digital skills is key to improving educational quality and inclusion in the classroom. In the face of this transformation, the ability to integrate technological tools effectively has become an essential skill for education professionals.  

To address this growing demand, TECH  offers this Master's Degree in Digital Teaching and Learning. This advanced university program provides an in-depth immersion in the most innovative strategies and tools in the educational field.  Throughout this academic journey, professionals in education, pedagogy, and teaching will explore everything from personalized learning to gamification, the use of interactive platforms, and the design of teaching experiences in hybrid and virtual environments, among other highly relevant aspects in today’s world. 

This degree prioritizes a highly practical approach, moving away from traditional models and fostering the real-world application of acquired knowledge.  Through a 100% online methodology based on the Relearning learning method, graduates will have the opportunity to assimilate concepts in a dynamic and progressive manner. It is a high-level qualification designed without strict schedules or commuting requirements, with educational resources accessible 24/7.  Additionally, to further boost the professional careers of teachers and position them as leaders in an ever-evolving sector, they will have exclusive access to 10 Masterclasses led by a renowned International Guest Director. 

Furthermore, thanks to TECH’s membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities.

A renowned International Guest Director will offer 10 intensive Masterclasses to dive into the latest advances in Digital Teaching and Learning” 

This Master's Degree in Digital Teaching and Learning contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of case studies presented by experts in Digital Teaching and Learning  
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Its special emphasis on innovative methodologies 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an internet connection 

A curriculum based on the disruptive Relearning system, which will facilitate the assimilation of complex concepts in a quick and flexible way"

The program includes a faculty composed of professionals from the field of Digital Teaching and Learning, bringing their practical experience into the program, alongside recognized specialists from reputable societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will integrate active methodologies such as flipped classroom, gamification, and project-based learning in digital contexts"

You will promote inclusion, accessibility, and digital citizenship throughout the educational process"

The content of this high-level university program at TECH has been developed by a team of specialists in digital education, ensuring a practical and up-to-date approach. Throughout the learning journey, professionals will develop key skills in digital teaching, mastering tools within the Apple environment in education. Additionally, they will delve into innovative methodologies such as gamification and the flipped classroom model, optimizing student participation and learning. They will also explore strategies for digital branding, social media, and teaching blogs, expanding their educational impact within the digital ecosystem. 

You will learn to manage digital tools applied to teaching, enhancing your impact within the digital educational ecosystem” 

Module 1. Digital Learning  

1.1. The Definition of Learning  

1.1.1. Formal vs. Informal Learning  

1.1.1.1. The Characteristics of Formal Learning  
1.1.1.2. The Characteristics of Informal Learning  

1.1.2. Implicit vs. Non-formal Learning  

1.1.2.1. The Characteristics of Implicit Learning  
1.1.2.2. The Characteristics of Non-Formal Learning  

1.2. The Psychological Processes Involved in Learning  

1.2.1. Memory vs. Attention  

1.2.1.1. Memory in Learning  
1.2.1.2. Attention in Learning  

1.2.2. Meta-cognition Vs. Intelligence  

1.2.2.1. Meta-Cognition in Learning  
1.2.2.2. Intelligence and Learning  

1.3. Types of Learning  

1.3.1. Direct vs. Indirect Learning  

1.3.1.1. The Characteristics of Direct Learning  
1.3.1.2. The Characteristics of Indirect Learning  

1.3.2. Active vs. Passive Learning  

1.3.2.1. The Characteristics of Active Learning  
1.3.2.2. The Characteristics of Passive Learning  

1.4. Context in Learning  

1.4.1. The Traditional School  

1.4.1.1. Family and Education  
1.4.1.2. School and Education  

1.4.2. School 4.0

1.4.2.1. Characteristics of School 2.0
1.4.2.2. Characteristics of School 4.0

1.5. Teachers’ Technological Skills  

1.5.1. Digital Immigrant vs. Digital Native  

1.5.1.1. Characteristics of the Digital Immigrant  
1.5.1.2. Characteristics of the Digital Native  

1.5.2. Digital Competencies in Teachers  

1.5.2.1. Office Software in Education  
1.5.2.2. Management of Digital Elements  

1.6. Students’ Technological Skills  

1.6.1. Recreational Technology  

1.6.1.1. Educational Games  
1.6.1.2. Gamification  

1.6.2. Educational Technology  

1.6.2.1. The Internet in Schools  
1.6.2.2. Other Technological Devices in the Classroom  

1.7. Traditional Teaching with Educational Technology  

1.7.1. Defining Characteristics of Educational Technology  

1.7.1.1. Technological Advances in the Classroom  
1.7.1.2. Technological Provision in the Classroom  

1.7.2. Advantages and Disadvantages of Educational Technology  

1.7.2.1. Advantages of Educational Technology  
1.7.2.2. Disadvantages of Educational Technology  

1.8. Distance Learning  

1.8.1. Defining Characteristics  

1.8.1.1. The Challenge of Distance Learning  
1.8.1.2. Characteristics of Distance Learners  

1.8.2. Advantages and Disadvantages over Traditional Teaching  

1.8.2.1. Advantages of Distance Learning  
1.8.2.2. Disadvantages of Distance Learning  

1.9. Blended learning  

1.9.1. Defining Characteristics  

1.9.1.1. Educational Technological Inclusion  
1.9.1.2. Blended Learning User Characteristics  

1.9.2. Advantages and Disadvantages over Traditional Teaching  

1.9.2.1. Advantages of Blended Learning  
1.9.2.2. Disadvantages of Blended Learning 

1.10. E-Learning  

1.10.1. Defining Characteristics  

1.10.1.1. New Challenges in the Virtualization of Education  
1.10.1.2. New E-Learning Institutions  

1.10.2. Advantages and Disadvantages over Traditional Teaching  

1.10.2.1. Advantages of E-Learning  
1.10.2.2. Disadvantages of E-Learning  

Module 2. Digital Teaching  

2.1. Technology in Education  

2.1.1. History and Evolution of Technology  
2.1.2. New Challenges  

2.2. Internet in Schools  

2.2.1. Internet Use in Schools  
2.2.2. The Impact of the Internet on Education  

2.3. Devices for Teachers and Students  

2.3.1. Devices in the Classroom  
2.3.2. The Electronic Whiteboard  
2.3.3. Devices for Students  
2.3.4. Tablets  

2.4. Online Tutoring  

2.4.1. Advantages and Disadvantages  
2.4.2. Implementation  

2.5. Creativity in Schools 
2.6. Parents and Teachers as Digital Migrants  

2.6.1. Technology Training for Adults  
2.6.2. How to Overcome the Technology Barrier  

2.7. Responsible Use of New Technologies  

2.7.1. Privacy  
2.7.2. Cybercrime at the School Stage  

2.8. Addictions and Pathologies  

2.8.1. Definition of Technology Addiction  
2.8.2. How to Avoid Addiction  
2.8.3. How to Get Out of an Addiction  
2.8.4. New Pathologies Produced by Technology  

2.9. Cyberbullying  

2.9.1. Definition of Cyberbullying 
2.9.2. How to Avoid Cyberbullying 
2.9.3. How to Act in Cases of Cyberbullying  

2.10. Technology in Education  

Module 3. Digital Identity and Digital Branding  

3.1. Digital Identity  

3.1.1. Definition of Digital Identity  
3.1.2. Managing Digital Identity in Education  
3.1.3. Fields of Application of Digital Identity  

3.2. Blogs  

3.2.1. Introduction to Blogging in Teaching  
3.2.2. Blogs and Digital Identity  

3.3. Roles in Digital Identity  

3.3.1. Digital Identity of the Student Body  
3.3.2. Digital Identity of Teachers  

3.4. Branding  

3.4.1. What Digital Branding Is  
3.4.2. How Digital Branding Works  

3.5. How to Position Yourself in Digital Teaching  

3.5.1. Successful Cases of Teaching Branding  
3.5.2. Typical Uses  

3.6. Online Reputation  

3.6.1. Online vs. Physical Reputation  
3.6.2. Online Reputation in Teaching  
3.6.3. Online Reputation Crisis Management  

3.7. Digital Communication  

3.7.1. Personal Communication and Digital Identity  
3.7.2. Corporate Communication and Digital Identity  

3.8. Communication Tools  

3.8.1. Teacher Communication Tools  
3.8.2. Teacher Communication Protocols  

3.9. Evaluation with ICT  
3.10. Material Management Resources  

Module 4. Social Networks and Blogs in Teaching  

4.1. Social Media  

4.1.1. Origin and Evolution  
4.1.2. Social Networks for Teachers  
4.1.3. Strategy, Analytics and Content  

4.2. Facebook  

4.2.1. The Origin and Evolution of Facebook  
4.2.2. Facebook Pages for Teacher Outreach  
4.2.3. Groups  
4.2.4. Facebook Search and Database  
4.2.5. Tools  

4.3. Twitter  

4.3.1. The Origin and Evolution of Twitter for Educational Dissemination  
4.3.2. Twitter Search and Database  
4.3.3. Tools  

4.4. LinkedIn  

4.4.1. The Origin and Evolution of LinkedIn  
4.4.2. LinkedIn Teaching Profile  
4.4.3. LinkedIn Groups  
4.4.4. LinkedIn Search and Database  
4.4.5. Tools  

4.5. YouTube  

4.5.1. The Origins and Evolution of YouTube  
4.5.2. YouTube Channel for Teacher Outreach  

4.6. Instagram  

4.6.1. The Origin and Evolution of Instagram  
4.6.2. Instagram Profile for Teacher Outreach  

4.7. Multimedia Contents  

4.7.1. Photography  
4.7.2. Infographics  
4.7.3. Videos  
4.7.4. Live Videos  

4.8. Blogging and Social Media Management  

4.8.1. Basic Rules for Social Media Management  
4.8.2. Uses in Teaching  
4.8.3. Content Creation Tools  
4.8.4. Social Media Management Tools  
4.8.5. Social Networking Tips  

4.9. Analytical Tools  

4.9.1. What Do We Analyze?  
4.9.2. Google Analytics  

4.10. Communication and Reputation  

4.10.1. Source Management  
4.10.2. Communication Protocols  
4.10.3. Crisis Management  

Module 5. Technological Innovation in Education  

5.1. Advantages and Disadvantages of the Use of Technology in Education  

5.1.1. Technology as a Means of Education  
5.1.2. Advantages of Using It  
5.1.3. Inconveniences and Addictions  

5.2. Educational Neurotechnology  

5.2.1. Neuroscience  
5.2.2. Neurotechnology  

5.3. Programming in Education  

5.3.1. Benefits of Programming in Education  
5.3.2. Scratch Platform  
5.3.3. Confection of the First “Hello World”  
5.3.4. Commands, Parameters and Events  
5.3.5. Export of Projects  

5.4. Introduction to the Flipped Classroom  

5.4.1. What It Is Based On?  
5.4.2. Examples of Use  
5.4.3. Video Recording  
5.4.4. YouTube  

5.5. Introduction to Gamification  

5.5.1. What Is Gamification?  
5.5.2. Success Stories  

5.6. Introduction to Robotics  

5.6.1. The Importance of Robotics in Education  
5.6.2. Arduino (Hardware)  
5.6.3. Arduino (Programming Language)  

5.7. Introduction to Augmented Reality  

5.7.1. What is AR?  
5.7.2. What Are the Benefits in Education?  

5.8. How to Develop Your Own Apps in AR  

5.8.1. Vuforia  
5.8.2. Unity  
5.8.3. Examples of Use  

5.9. Samsung Virtual School Suitcase  

5.9.1. Immersive Learning  
5.9.2. The Backpack of the Future  

5.10. Tips and Examples of Use in the Classroom  

5.10.1. Combining Innovation Tools in the Classroom  
5.10.2. Real-Life Examples  

Module 6. Gamification as an Active Methodology  

6.1. History, Definition and Concepts  

6.1.1. History and Context  
6.1.2. Definition  
6.1.3. Initial Concepts  

6.2. Elements  

6.2.1. Classification  
6.2.2. Insignias and Diplomas  
6.2.3. Collectibles  
6.2.4. Currency of Exchange  
6.2.5. Keys  
6.2.6. Awards  

6.3. Mechanisms  

6.3.1. Structural Gamification  
6.3.2. Content Gamification  

6.4. Digital Tools  

6.4.1. Management Tools  
6.4.2. Productivity Tools  

6.4.2.1. Insignias  
6.4.2.2. Letters  
6.4.2.3. Other  

6.5. Gamification and Serious Games  

6.5.1. Play in the Classroom  
6.5.2. Typology of Games  

6.6. Commercial Games Catalog  

6.6.1. Games to Develop Skills  
6.6.2. Games to Develop Content  

6.7. Video Games and Apps  

6.7.1. Games to Develop Skills  
6.7.2. Games to Develop Content  

6.8. Gamification Design  

6.8.1. Approach, Objectives  
6.8.2. Integration into the Curriculum  
6.8.3. History  
6.8.4. Aesthetics  
6.8.5. Evaluation  

6.9. Game Design  

6.9.1. Approach, Objectives  
6.9.2. Integration into the Curriculum  
6.9.3. History  
6.9.4. Aesthetics  
6.9.5. Evaluation  

6.10. Case Studies  

6.10.1. From Gamification  
6.10.2. From Ludification  

Module 7. What Is the Flipped Classroom Model?  

7.1. The Flipped ClassroomModel  

7.1.1. Concept  
7.1.2. History  
7.1.3. What Is It and How Does It Work?  

7.2. The New Role of the Teacher in the Flipped Classroom Model  

7.2.1. The New Role of the Teacher  
7.2.2. Classroom Work  

7.3. The Role of Students in the Flipped Classroom Model  

7.3.1. New Student Learning  
7.3.2. Homework in Class, Lessons at Home  

7.4. Involvement of Families in the Flipped Classroom Model  

7.4.1. Family Participation  
7.4.2. Communication with Parents  

7.5. Differences between the Traditional Model and the Flipped Classroom Model  

7.5.1. Traditional Classroom vs. Flipped Classroom  
7.5.2. Working Hours  

7.6. Personalization of Education  

7.6.1. What Is Personalized Learning?  
7.6.2. How to Personalize Learning  
7.6.3. Examples of Learning Personalization  

7.7. Attention to Diversity in the Flipped Classroom Model  

7.7.1. What Is Attention to Diversity?  
7.7.2. How Does the FC Model Help Us to Put Attention to Diversity into Practice?  

7.8. Benefits of the Flipped Classroom Model  

7.8.1. Flexibility of Students in Their Learning  
7.8.2. Advance Content  
7.8.3. Learning Environment around the Student Body  
7.8.4. Collaboration among Students  
7.8.5. Extra Time Outside the Classroom  
7.8.6. More Time for Personalized Attention to Students  

7.9. The Relationship of Bloom’s Taxonomy to the Flipped Classroom Model   

7.9.1. What Is a Taxonomy?  
7.9.2. History  
7.9.3. Levels and Examples  
7.9.4. Table of Verbs  

Module 8. The Apple Environment in Education  

8.1. Mobile Devices in Education  

8.1.1. The M-Learning  
8.1.2. A Problematic Decision   

8.2. Why Choose an iPad for the Classroom?  

8.2.1. Technopedagogical Criteria  
8.2.2. Additional Considerations  
8.2.3. Typical Objections  

8.3. What Does My Center Need?  

8.3.1. Educational Philosophy  
8.3.2. Socioeconomic Criteria  
8.3.3. Priorities  

8.4. Designing Our Own Model  

8.4.1. “He Who Reads Much and Walks Much, Sees Much and Knows Much”  
8.4.2. Fundamental Decisions  

8.4.2.1. Trolleys or 1:1 Ratio?  
8.4.2.2. What Concrete Model Have We Chosen?  
8.4.2.3. IDP or Television? Neither of the Two?  

8.5. Apple’s Educational Ecosystem  

8.5.1. The DEP  
8.5.2. Device Management Systems  
8.5.3. What Are Managed Apple IDs?  
8.5.4. Apple School Manager  

8.6. Other Critical Development Factors  

8.6.1. Technical: Connectivity  
8.6.2. Human: The Educational Community  
8.6.3. Organizational  

8.7. The Classroom in the Teacher’s Hands  

8.7.1. Teaching Management: Classroom and iDoceo  
8.7.2. iTunes U as a Virtual Learning Environment  

8.8. The Treasure Map   

8.8.1. Apple’s Office Suite  

8.8.1.1. Pages  
8.8.1.2. Keynote  
8.8.1.3. Numbers  

8.8.2. Multimedia Production Apps  

8.8.2.1. iMovie  
8.8.2.2. Garage Band  
8.8.2.3. Clips  

8.9. Apple and Emerging Methodologies  

8.9.1. Flipped Classroom: Explain Everything and EdPuzzle  
8.9.2. Gamification: Kahoot, Socrative and Plickers  

8.10. Everyone Can Program  

8.10.1. Swift Playgrounds  
8.10.2. Robotics with LEGO  

Module 9. Google GSuite for Education  

9.1. The Google Classroom  

9.1.1. History of Google  
9.1.2. Who Google Is Today  
9.1.3. The Importance of Partnering with Google  
9.1.4. Catalogue of Google Apps  

9.2. Google and Education  

9.2.1. Google’s Involvement in Education  
9.2.2. Application Procedures at Your Center  
9.2.3. Versions and Types of Technical Support  
9.2.4. First Steps with the Management Console GSuite  
9.2.5. Users and Groups  

9.3. Google GSuite Advanced Use  

9.3.1. Profiles  
9.3.2. Reports  
9.3.3. Role of Administrator  
9.3.4. Device Administration  
9.3.5. Security  
9.3.6. Domains  
9.3.7. Data Migration  
9.3.8. Groups and Mailing Lists  

9.4. Tools for Information Search in the Classroom  

9.4.1. Google Search  
9.4.2. Advanced Information Search  
9.4.3. Integration of the Search Engine  
9.4.4. Google Chrome  
9.4.5. Google News  
9.4.6. Google Maps  
9.4.7. YouTube  

9.5. Google Tools for Communication in the Classroom  

9.5.1. Introduction to Google Classroom  
9.5.2. Instructions for Teachers  
9.5.3. Instructions for Students  

9.6. Google Classroom: Advanced Uses and Additional Components  

9.6.1. Advanced Uses of Google Classroom  
9.6.2. Flubaroo  
9.6.3. FormLimiter  
9.6.4. Autocrat  
9.6.5. Doctopus  

9.7. Tools for Organizing Information  

9.7.1. First Steps in Google Drive  
9.7.2. File and Folder Organization  
9.7.3. Share Files  
9.7.4. Storage  

9.8. Tools for Cooperative Working with Google  

9.8.1. Calendar  
9.8.2. Google Sheets  
9.8.3. Google Docs  
9.8.4. Google Presentations  
9.8.5. Google Forms  

9.9. Tools for Classroom Publication  

9.9.1. Google+  
9.9.2. Blogger  
9.9.3. Google Sites  

9.10. Google Chromebook  

9.10.1. Use of the Device  
9.10.2. Pricing and Features  

Module 10. ICT as a Management and Planning Tool  

10.1. ICT Tools in the Center  

10.1.1. Disruptive Factors in ICTs  
10.1.2. ICT Objectives  
10.1.3. Good Practice in the Use of ICTs  
10.1.4. Criteria for Choosing Tools  
10.1.5. Security  

10.2. Communication  

10.2.1. Communication Plan  
10.2.2. Instant Messaging Managers  
10.2.3. Video Conferences  
10.2.4. Remote Device Access  
10.2.5. School Management Platforms  
10.2.6. Other Means  

10.3. E-Mail  

10.3.1. E-Mail Management  
10.3.2. Replying and Forwarding  
10.3.3. Signatures  
10.3.4. Classifying and Tagging Emails  
10.3.5. Rules  
10.3.6. E-Mail Lists  
10.3.7. Aliases  
10.3.8. Advanced Tools  

10.4. Document Generation  

10.4.1. Word Processors  
10.4.2. Spreadsheets  
10.4.3. Forms  
10.4.4. Corporate Image Templates  

10.5. Task Management Tools  

10.5.1. Inventory Management  
10.5.2. Lists  
10.5.3. Tasks  
10.5.4. Notices  
10.5.5. Approaches to Use  

10.6. Schedules  

10.6.1. Digital Calendars  
10.6.2. Events  
10.6.3. Appointments and Meetings  
10.6.4. Invitations and Attendance Confirmation  
10.6.5. Links to Other Tools  

10.7. Social Media  

10.7.1. Social Networks and the Center  
10.7.2. LinkedIn  
10.7.3. Twitter  
10.7.4. Facebook  
10.7.5. Instagram  

10.8. Introduction and Parameter Setting of Alexia  

10.8.1. What Is Alexia?  
10.8.2. Applying and Registering the Center on the Platform  
10.8.3. First Steps with Alexia  
10.8.4. Alexia Technical Support  
10.8.5. Center Configuration  

10.9. Licensing and Administrative Management on Alexia  

10.9.1. Access Permission  
10.9.2. Roles  
10.9.3. Billing  
10.9.4. Sales  
10.9.5. Formative Cycles  
10.9.6. Extracurricular Activities and Other Services  

10.10. Alexia. Teacher Education  

10.10.1. Areas (Subjects)  
10.10.2. Assessing  
10.10.3. Taking Attendance  
10.10.4. Agenda/Calendar  
10.10.5. Communication  
10.10.6. Interviews  
10.10.7. Sections  
10.10.8. Students  
10.10.9. Birthdays  
10.10.10. Links  
10.10.11. Mobile APP  
10.10.12. Utilities 

This university program aims to train education professionals in the advanced use of digital tools and innovative methodologies”