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Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.

The impact of the use of ICTs in the university context has been investigated for decades, as they are not only tools in themselves, but also generate a new social space and, therefore, a new educational space known among others as virtual education or online learning (OL). Precisely, OL has been presented as an alternative in the historical context originated by the COVID-19 pandemic, which has created an unexpected situation for social structures and their educational institutions. The main goals of the study was to know about the students' perceptions of the educational use of ICTs and educational technologies in times of the COVID-19 pandemic. Some specific objectives of the research were (i) to identify the disposition of the students towards the use of ICTs, (ii) to characterize the Interaction with others through the use of ICTs, and to (iii) identify the interaction of the students with LMS and ICTs. An in-depth theoretical review allowed the authors of this paper to construct an instrument to measure students' perceptions about the use of ICTs and educational technologies in times of the COVID-19 pandemic. This research was financially supported by the German Academic Exchange Service (DAAD) as part of the project “Praxispartnerschaften zwischen Hochschulen und Unternehmen in Deutschland und in Entwicklungsländern ab 2017” (Project Nr. 57334905).

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