Through this Hybrid Master, you will obtain the digital skills necessary to successfully deliver e-learning to your students″

The rise of online activities in the hardest times of COVID-19 has led to Digital Education gaining notorious popularization and acceptance in the educational environment. In recent years, this teaching model has been growing steadily, since it offers the student the ability to learn without having to waste time commuting to an academic center on a daily basis. In addition, it allows you to study through your computer and interactive tools, leaving aside the long textbooks that made teaching a tedious and endless task. Consequently, teachers with high knowledge and skills in the field of e-Learning and new educational technologies are very much needed in the pedagogical field to face the most current demands of the sector.

Faced with this situation, TECH has chosen to create this degree, which provides students with a complete specialization in Digital Education, e-Learning and Social Networks so that they can excel in this sought-after area. During 12 months of theoretical teaching, you will learn about the advantages and disadvantages of using resources such as blogs, forums or videos in the delivery of classes, as well as the employability of social networks in them. In addition, they will delve into the use of games as a didactic tool or master the process of implementing the Flipped Classroom methodology in the classroom to promote active learning.

This teaching is 100% online, allowing the teacher to develop his or her own study schedules to achieve effective learning. In the same way, it will have didactic resources designed by the best specialists in the use of ICT in education. For this reason, the full professional applicability of the knowledge that you will assimilate is guaranteed.

Once this learning process is completed, you will enjoy a practical phase in an educational center with state-of-the-art educational technology. Integrated in a great teaching team and being guided at all times by a specific tutor, you will assimilate a series of skills that will guarantee you to perform with solvency with ICT in the academic world. 

Apply, through this program, tools such as games, social networks or blogs in digital teaching processes″

This Hybrid professional master’s degree in Digital Education E-Learning and Social Media contains the most complete and up-to-date program on the market. Its most notable features are:

• Development of more than 100 case studies presented by high-level in Technological application of new in La Education
• Their graphic, schematic and eminently practical contents provide essential information on those disciplines that are indispensable for professional practice
• In-depth study of digital learning avant methodologies
• Use of the tools offered by Google and Apple in the educational environment
• Management and planning of educational centers by means of digital tools
• All of this will be complemented by 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
• Furthermore, you will be able to carry out a internship in one of the best Companies

Specialize as a teacher in the field of e-Learning and the use of digital devices in learning in a theoretical and practical way″

In this Master's program, of a professionalizing nature and hybrid learning modality, the program is aimed to up to date teachers who are eager to adapt their practice to an increasingly digitalized environment. The contents are based on the latest scientific evidence, and oriented in an educational way to integrate theoretical knowledge into practice, and the theoretical-practical elements will facilitate knowledge update and decision-making in Students management.

Thanks to multimedia content developed with the latest educational technology, professionals will enjoy a situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to prepare professionals for real situations. This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Optimize your learning through state-of-the-art didactic formats such as explanatory videos or self-assessment exercises"

Get the most out of the educational tools offered by Google and Apple with this degree"

The curriculum of this academic program consists of 10 complete modules through which students will increase their skills in Digital Education, new learning methodologies or the use of social networks in teaching practice. All the didactic resources of this Hybrid Learning Master will be available in a wide range of highly varied textual and multimedia supports. Thanks to this, and through a 100% online modality, the student will enjoy a fully enjoyable, effective and individualized teaching. 

TECH's Relearning system will allow you to assimilate the key concepts of the syllabus at your own pace to optimize your learning″

Module 1. The Digital Learning Model

1.1. Defining Learning

1.1.1. Understanding Learning
1.1.2. Types of Learning

1.2. Evolution of Psychological Processes in Learning

1.2.1. Origin of Psychological Processes in Learning
1.2.2. Evolution of Psychological Processes in Learning

1.3. The Educational Context

1.3.1. Features of Non-formal Education
1.3.2. Features of Formal Education

1.4. Educational Technology

1.4.1. School 4.0
1.4.2. Digital Skills

1.5. Technological Difficulties

1.5.1. Access to Technologies
1.5.2. Technological Skills

1.6. Technological Resources

1.6.1. Blogs and Forums
1.6.2. YouTube and Wikis

1.7. Distance Learning

1.7.1. Defining Characteristics
1.7.2. Advantages and Disadvantages over Traditional Teaching

1.8. Blended learning

1.8.1. Defining Characteristics
1.8.2. Advantages and Disadvantages over Traditional Teaching

1.9. E-learning

1.9.1. Defining Characteristics
1.9.2. Advantages and Disadvantages over Traditional Teaching

1.10. Social Media

1.10.1. Facebook and Psychology
1.10.2. Twitter and Psychology

Module 2. New Teaching Models

2.1. Traditional Teaching

2.1.1. Advantages and Disadvantages
2.1.2. New Teaching Challenges

2.2. Education 4.0

2.2.1. Advantages and Disadvantages
2.2.2. The Need to Recycle

2.3. Communication Model 4.0

2.3.1. Giving Up Lecturing
2.3.2. Interoperability in the Classroom

2.4. New Teaching Challenges

2.4.1. Continuous Teacher Education
2.4.2. Learning Assessment

2.5. Externalizing Teaching

2.5.1. Exchange Programs
2.5.2. The Colaborative Network

2.6. Internet and Traditional Education

2.6.1. Challenges of Book-based Education
2.6.2. Augmented Reality in Class

2.7. New Teacher Role 4.0

2.7.1. Energizing the Class
2.7.2. Content Manager

2.8. New Student Role 4.0

2.8.1. Changing from Passive to Active Models
2.8.2. Introducing Cooperative Models
2.8.3. Content Creation for Teachers
2.8.4. Interactive Materials
2.8.5. Reference Sources

2.9. New Learning Assessment

2.9.1. Technology Product Evolution
2.9.2. Students Elaborating Content

Module 3. Google G Suite for Education

3.1. The Google Classroom

3.1.1. History of Google
3.1.2. Who Is Google Today?
3.1.3. The Importance of Partnering with Google
3.1.4. Catalogue of Google Apps
3.1.5. Summary

3.2. Google and Education

3.2.1. Implication of Google in Education
3.2.2. Application Procedures at your Center
3.2.3. Versions and Types of Technical Support
3.2.4. First Steps with the G Suite Management Console
3.2.5. Users and Groups
3.2.6. Summary

3.3. G Suite, Advanced Use

3.3.1. Profiles
3.3.2. Reports
3.3.3. Role of Administrator
3.3.4. Device Administration
3.3.5. Security/Safety
3.3.6. Domains
3.3.7. Data Migration
3.3.8. Groups and Mailing Lists
3.3.9. Privacy Policy and Data Protection March 03, 2010) Summary

3.4. Tools for Information Search in the Classroom

3.4.1. Google Search
3.4.2. Advanced Information Search
3.4.3. Integration of the Search Engine
3.4.4. Google Chrome
3.4.5. Google News
3.4.6. Google Maps
3.4.7. YouTube
3.4.8. Summary

3.5. Google Tools for Communication in the Classroom

3.5.1. Introduction to Google Classroom
3.5.2. Instructions for Teachers
3.5.3. Instructions for Students
3.5.4. Summary

3.6. Google Classroom: advanced use and additional components

3.6.1. Advanced Uses of Google Classroom
3.6.2. Flubaroo
3.6.3. formLimiter
3.6.4. Autocrat
3.6.5. Doctopus
3.6.6. Summary

3.7. Tools for Organizing Information

3.7.1. First Steps in Google Drive
3.7.2. File and Folder Organization
3.7.3. Share Files
3.7.4. Storage
3.7.5. Summary

3.8. Tools for Cooperative Working with Google

3.8.1. Calendar
3.8.2. Google Sheets
3.8.3. Google Docs
3.8.4. Google Presentations
3.8.5. Google Forms
3.8.6. Summary

Module 4. ICT and its Practical and Interactive Application

4.1. New Technologies in Education

4.1.1. The Educational Context 2.0
4.1.2. Why use ICT?
4.1.3. The Digital Competencies of Teachers and Students
4.1.4. Summary

4.2. ICT in the Classroom and its Application

4.2.1. Digital Book
4.2.2. Digital Whiteboard
4.2.3. Digital Backpack
4.2.4. Mobile Devices
4.2.5. Summary

4.3. ICT on the Web and its Application

4.3.1. Browse, Search and Filter Information
4.3.2. Educational Software
4.3.3. Guided Activities on the Internet
4.3.4. Educational Blogs and Web Pages
4.3.5. Language and Literature Teacher's Wikis
4.3.6. Learning Platforms: Moodle and Schoology
4.3.7. Google Classroom
4.3.8. Google Docs
4.3.9. MOOCs March 04, 2010) Summary

4.4. Social Networks and their applications in Teaching

4.4.1. Introduction to Social Networks
4.4.2. Facebook.
4.4.3. Twitter
4.4.4. Instagram
4.4.5. LinkedIn
4.4.6. Summary

4.5. New Methodologies in the Classroom

4.5.1. Outlines, Concept, and Mind Maps
4.5.2. Infographics
4.5.3. Presentations and Moving Texts
4.5.4. Creation of Videos and Tutorials
4.5.5. Gamification
4.5.6. Flipped Classroom
4.5.7. Summary

4.6. Design of Collaborative Activities

4.6.1. Creation of Collaborative Activities
4.6.2. Reading and Writing with ICT
4.6.3. Expanding Dialogue and Reasoning Skills with ICTs.
4.6.4. Attention to Group Diversity
4.6.5. Scheduling and Monitoring of Activities
4.6.6. Summary

4.7. Evaluation with ICT

4.7.1. Assessment Systems with ICT
4.7.2. The E-Portfolio
4.7.3. Self-assessment, Peer Assessment, and Feedback
4.7.4. Summary

4.8. Possible Risks of the Web

4.8.1. Filtering Information and Infoxication
4.8.2. Online Distractors
4.8.3. Activity Tracking
4.8.4. Summary

4.9. My ICT Resources

4.9.1. Storage and Retrieval of Resources, Materials, and Tools
4.9.2. Updating Resources, Materials, and Tools
4.9.3. Summary

Module 5. ICTs in Academic Guidance

5.1. Technology in Education

5.1.1. History and Evolution of Technology
5.1.2. New Challenges
5.1.3. Summary

5.2. Internet in Schools

5.2.1. History and First Years of the Internet
5.2.2. The Impact of the Internet on Education
5.2.3. Summary

5.3. Devices for Teachers and Students

5.3.1. Devices in the Classroom
5.3.2. The Electronic Whiteboard
5.3.3. Devices for Students
5.3.4. Tablets
5.3.5. 7 Ways to Use Mobile Devices in the Classroom
5.3.6. Summary

5.4. Online Tutoring

5.4.1. Why Tutor Online?
5.4.2. Student Adaptation
5.4.3. Advantages and Disadvantages
5.4.4. Tutor Tasks
5.4.5. Implementation
5.4.6. Summary

5.5. Creativity in Schools

5.5.1. Creativity in Schools
5.5.2. Practical Lateral Thinking
5.5.3. The First Technological Teachers
5.5.4. The New Teacher Profile
5.5.5. Summary

5.6. Parents and Teachers as Digital Migrants

5.6.1. Digital Native vs. Digital Migrant vs.
5.6.2. Technological Education for Digital Migrants
5.6.3. Digital Native Development and Enhancement
5.6.4. Summary

5.7. Responsible Use of New Technologies

5.7.1. Privacy
5.7.2. Data Protection
5.7.3. Cyber Crime
5.7.4. Summary

5.8. Addictions and Pathologies

5.8.1. Definition of Technology Addiction
5.8.2. Avoiding Addiction
5.8.3. How to Overcome Addiction?
5.8.4. New Pathologies Produced by Technology
5.8.5. Summary

5.9. Some Projects and Experiences in Guidance and ICTs

5.9.1. Introduction
5.9.2. H.O.L.A. Project (Tool for Job Orientation in Asturias) 
5.9.3. My Vocational e-Portfolio (MYVIP)
5.9.4. MyWayPass: (Free Online Platforms for Decision-Making)
5.9.5. Uveni. (Guidance Platform for Secondary Education)
5.9.6. At the Ring of a Bell
5.9.7. Socio-school
5.9.8. Orientaline
5.9.9. Virtual Student Lounge
5.9.10. Discover FP
5.9.11. Summary

5.10. Some Digital Resources for Education Guidance

5.10.1. Introduction
5.10.2. Associations and Portals of Interest in the Field Guidance
5.10.3. Blogs
5.10.4. Wikis
5.10.5. Professional Social Networks Academic and Occupational Guidance Institutions
5.10.6. Facebook Groups
5.10.7. Guidance Apps
5.10.8. Interesting Hashtags
5.10.9. Other ICT Resources
5.10.10. Personal Learning Environments in Guidance: PLE

Module 6. Digital Identity and Digital Branding

6.1. Digital Identity

6.1.1. Definition of Digital Identity
6.1.2. Managing Digital Identity in Education
6.1.3. Areas of Application of Digital Identity
6.1.4. Summary

6.2. Blogs

6.2.1. Introduction to Blogging in Teaching
6.2.2. Blogs and Digital Identity
6.2.3. Summary

6.3. Roles in Digital Identity

6.3.1. Digital Identity of the Student Body
6.3.2. Digital Identity of Teachers
6.3.3. Summary

6.4. Branding

6.4.1. What is Digital Branding?
6.4.2. How to Work on Digital Branding
6.4.3. Summary

6.5. How to Position Yourself in Digital Teaching?

6.5.1. Introduction to SEO
6.5.2. Positioning a Blog
6.5.3. Introduction to Personal Branding
6.5.4. Successful Cases of Teaching Branding
6.5.5. Typical Uses
6.5.6. Summary

6.6. Online Reputation

6.6.1. Online Reputation vs. Physical Reputation
6.6.2. Online Reputation in Teaching
6.6.3. Online Reputation Crisis Management
6.6.4. Summary

6.7. Digital Communication

6.7.1. Digital Communication
6.7.2. Personal Communication and Digital Identity
6.7.3. Corporate Communication and Digital Identity
6.7.4. Teacher Communication Tools
6.7.5. Teacher Communication Protocols
6.7.6. Summary

6.8. Communication Tools

6.8.1. Communication Plan
6.8.2. Instant Messaging Managers
6.8.3. E-mail
6.8.4. The Digital Agenda on the New Platforms
6.8.5. Video Conferences
6.8.6. Summary

6.9. Evaluation with ICT

6.9.1. Assessment Systems with ICT
6.9.2. The E-Portfolio
6.9.3. Self-assessment, Peer Assessment, and Feedback
6.9.4. Summary

6.10. Material Management Resources

6.10.1. Storage and Retrieval of Resources, Materials, and Tools
6.10.2. Updating Resources, Materials, and Tools
6.10.3. Summary

Module 7. Social Networks and Blogs in Teaching

7.1. Social Networks

7.1.1. Origin and Evolution
7.1.2. Social Networks for Teachers
7.1.3. Strategy, Analytics and Content
7.1.4. Summary

7.2. Facebook.

7.2.1. The Origin and Evolution of Facebook
7.2.2. Facebook Pages for Teacher Outreach
7.2.3. Groups
7.2.4. Facebook Search and Database
7.2.5. Data Science
7.2.6. Summary

7.3. Twitter

7.3.1. The Origin and Evolution of Twitter
7.3.2. Twitter Profile for Teacher Outreach
7.3.3. Twitter Search and Database
7.3.4. Data Science
7.3.5. Summary

7.4. LinkedIn

7.4.1. The Origin and Evolution of LinkedIn
7.4.2. LinkedIn Teaching Profile
7.4.3. LinkedIn Groups
7.4.4. LinkedIn Search and Database
7.4.5. Data Science
7.4.6. Summary

7.5. YouTube

7.5.1. The Origins and Evolution of YouTube
7.5.2. YouTube Channels for Teacher Outreach
7.5.3. Tool for YouTube
7.5.4. Summary

7.6. Instagram

7.6.1. The Origin and Evolution of Instagram
7.6.2. Instagram Profile for Teacher Outreach
7.6.3. Data Science
7.6.4. Summary

7.7. Multimedia Contents

7.7.1. Photography.
7.7.2. Infographics
7.7.3. Videos
7.7.4. Live Videos
7.7.5. Summary

7.8. Blogging and Social Media Management

7.8.1. Basic Rules for Social Media Management
7.8.2. Uses in Teaching
7.8.3. Content Creation Tools
7.8.4. Social Media Management Tools
7.8.5. Social Networking Tips
7.8.6. Summary

7.9. Analytical Tools

7.9.1. What do we Analyze?
7.9.2. Google Analytics
7.9.3. Summary

7.10. Communication and Reputation

7.10.1. Source Management
7.10.2. Communication Protocols
7.10.3. Crisis Management
7.10.4. Summary

Module 8. The Apple Environment in Education

8.1. Mobile Devices in Education

8.1.1. 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. Other Considerations
8.2.3. Typical Objections

8.3. What does My Center Need?

8.3.1. Educational Philosophy
8.3.2. “e Who Reads Much and Walks Much, Sees Much and Knows Much”

8.4. Designing our Own Model

8.4.1. Priorities
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?

8.4.3. Education

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 Address: Classroom and iDoceo
8.7.2. iTunes U as a Virtual Learning Environment

8.8. The Map to Discover Treasures

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

8.9. Apple and Emerging Methodologies

8.9.1. Flipped Classroom Explain Everything y EdPuzzle
8.9.2. Gamification: Kahoot y Plickers

8.10. Everyone Can Program

8.10.1. Swift Playgrounds
8.10.2. Untimely Assessment

Module 9. Technological Innovation in Education

9.1. Advantages and Disadvantages of the use of Technology in Education

9.1.1. Technology as a Means of Education
9.1.2. Advantages of Use
9.1.3. Inconveniences and Addictions
9.1.4. Summary

9.2. Educational Neurotechnology

9.2.1. Neuroscience
9.2.2. Neurotechnology
9.2.3. Summary

9.3. Programming in Education

9.3.1. Benefits of Programming in Education
9.3.2. Scratch Platform
9.3.3. Confection of the First Hello World
9.3.4. Commands, Parameters and Events
9.3.5. Export of Projects
9.3.6. Summary

9.4. Introduction to the Flipped Classroom

9.4.1. What it is Based On?
9.4.2. Examples of Use
9.4.3. Video Recording
9.4.4. YouTube
9.4.5. Summary

9.5. Introduction to Gamification

9.5.1. What is Gamification?
9.5.2. Gamification Tools
9.5.3. Success Stories
9.5.4. Summary

9.6. Introduction to Robotics

9.6.1. The Importance of Robotics in Education
9.6.2. Arduino (Hardware)
9.6.3. Arduino (Programming Language)
9.6.4. Summary

9.7. Introduction to Augmented Reality

9.7.1. What is AR?
9.7.2. What are its Benefits in Education?
9.7.3. Summary

9.8. How to Develop your own AR Applications?

9.8.1. Professional Augmented Reality
9.8.2. Unity/Vuforia
9.8.3. Examples of Use
9.8.4. Summary

9.9. Samsung Virtual School Suitcase

9.9.1. Immersive Learning
9.9.2. The Backpack of the Future
9.9.3. Summary

9.10. Tips and Examples of Use in the Classroom

9.10.1. Combining Innovation Tools in the Classroom
9.10.2. Real Examples
9.10.3. Summary

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. Data Protection
10.1.6. Security/Safety
10.1.7. Summary

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
10.2.7. Summary

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. Email Lists
10.3.7. Aliases
10.3.8. Advanced Tools
10.3.9. Summary

10.4. Document Generation

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

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
10.5.6. Summary

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
10.6.6. Summary

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
10.7.6. Summary

10.8. Introduction and Parameter Setting of Alexia Classrooms

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
10.8.6. Summary

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
10.9.7. Summary

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
10.10.13. Summary

Module 11. Masters Thesis

Enroll in this program and enjoy the most updated the most updated knowledge about Digital Education, e-Learning and Social Networks″