https://journals.eagora.org/revEDUTECH <p><em>EDUTECH REVIEW. International Education Technologies Review</em>&nbsp;investigates the role of technology in education and reflects on the learning dynamics mediated by technology. It provides a forum for anyone interested in education, in all its stages and forms, and in its adaptation to new technologies and digital media: teachers, editors, researchers, etc.</p> <p>The journal publishes articles written in a rigorous academic format, texts by theoretical as practical orientation, with a prescriptive and descriptive approach, including the narratives of technological practices, and the effects of said practices. Articles presenting the state of the art of this specialty, as well as texts proposing methodological prescriptions, are especially welcome.</p> Global Knowledge Academics en-US EDUTECH REVIEW. International Education Technologies Review 2695-9925 <p>Those authors who publish in this journal accept the following terms:</p> <ol> <li class="show">Authors will keep the moral right of the work and they will transfer the commercial rights.</li> <li class="show">After <strong>1 year</strong>&nbsp;from publication, the work shall thereafter <strong>be</strong><strong> open access </strong>online on our website, but will retain copyright.</li> <li class="show">In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to <a href="mailto:publishing@gkacademics.com">publishing@gkacademics.com</a></li> </ol> https://journals.eagora.org/revEDUTECH/article/view/2957 <p>The objective is to know and establish some distinctions about how physical education students performed in their learning before the pandemic and now in virtuality. Executive functions were studied. We worked with 46 students who are studying Educational Psychology in Physical Education, from the National University of Río Cuarto, Córdoba, Argentina. An adapted version of EFECO was used (Ramos-Galarza et al., 2016). The results show trends of worse management in times of pandemic regarding monitoring, inhibition, cognitive flexibility, emotional control, initiative, and working memory. In virtuality, difficulties with attention, organization, connectivity, bonds, moods, anguish, and sleep are shown.</p> María Laura de la Barrera Pamela Domínguez Francisco Benítez Copyright (c) 2021 EDUTECH REVIEW. International Education Technologies Review 2021-09-17 2021-09-17 8 2 89 100 10.37467/gka-revedutech.v8.2957 https://journals.eagora.org/revEDUTECH/article/view/3013 <p>In the field of education, the use of technology is more widespread, and prevalent now.&nbsp; This has challenged the institutions to develop strategies that allow the appropriation and the governance of digital media in the teaching, learning, and assessment process, in order to achieve significant attainment for the academic community in general. Hence, it is imperative to train the teachers and students in digital competencies to maintain quality in education and to meet the immersive virtuality space.</p> <p><em><br></em></p> Marisol Esperanza Cipagauta Moyano Copyright (c) 2021 EDUTECH REVIEW. International Education Technologies Review 2021-09-08 2021-09-08 8 2 10.37467/gka-revedutech.v8.3013