**1. Introduction**

The World Health Organization (WHO), on December 31, 2019, notified the outbreak of a new strain of coronavirus disease (COVID-19) in Wuhan, China [1]. The speed of spread of this infectious disease meant that a large part of the countries halted activities in both the public and private sectors and transferred them remotely.

Due to the very different strategies of facilitating learning remotely and without having teachers prepared to face this type of contingency, a new concept called Emergency Remote Education (ERE) was coined. According to Hodges et al. [2], ERE is a temporary and abrupt change in pedagogy due to crisis circumstances, involving the use of totally remote teaching solutions for instruction that would otherwise be taught in person or as combined or hybrid courses and that will return to that format once the emergency has subsided.

As a result of this extraordinary action, the work dynamics in the educational system have been modified to ensure that the curricular contents reach the entire school population. For which, home instruction has been taken as an emergent measure through the use of Information and Communication Technologies (ICT), diversifying their use.
