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The situation caused by the Covid-19 pandemic had a strong impact on all aspects of life in our modern societies, one of those aspects where it has most affected is at the level of the teaching-learning process, a process that had necessarily adjust to the new normality generated by the event that was lived in such a strong way at that time, triggering social instability, being education and as we already said the learning process the one that has required large and significant adjustments that Its repercussions are still observed and that for many connoisseurs it was a lost space of time since the achievements and academic advances at the level of curricular contents by the students were, so to speak, scarce, if not null.
However, these repercussions and adjustments that had to be made at the level of the educational system and adapt it to this new normality, are still being studied and it would be very hasty to establish an opinion on the negative or beneficial of said adjustments in the educational system to adapt it to the new event, since said situation where it was required to continue the educational process using digital platforms, was an opportunity to take another
step towards the much-debated modernization of education that through decades of debating the subject, it was not until that we were forced to make adjustments that definitely modernized the educational system and forced both teachers and students to use new technologies in this teaching-learning process.
Now, it would be that incorporation of new technologies in the teaching-learning process due to the event of the pandemic, a completely positive step is left to researchers in the educational area to determine that big question.
We could say that the answer to that question can never be standardized, and we say never because the effects of teaching and learning through digital platforms do not occur in the same way and with the same results at the level of the entire curriculum, nor much less at all educational levels, the results of using digital platforms at the level of primary education are not the same as at the level of education, secondary or even at the level of higher education.
This would be the case of the present study, to determine how virtual teaching using didactic strategies generated reading-writing skills in first grade primary school students. The present study has the particularity that it must propose the use of virtual platforms to generate skills in the area of ??reading and writing, using didactic strategies that are incorporated into the process and that facilitate the acquisition of said skills. It is important to take into consideration the particularity of the study which focuses on the development of reading and writing skills, using digital platforms, considering that the teaching of said reading-writing process generally and in a traditional way requires face-to-face and student-teacher interaction. It is here where the present study acquires value, interest and importance, since determining how virtual teaching allowed the generation of reading-writing skills in first grade students of primary education, it will be possible to determine how to enhance these resources for the benefit of the process. general teaching. Learning, and in particular at the level of the generation of reading and writing skills in initial education students.
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