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1. Digital content has characteristics of interaction, acceptance, expansion, participation with different users because it is a knowledge and communication strategy with multiple tools to develop content that benefits the teacher, students who disseminate it, it has been very important because different people have benefited from these important advances in the 21st century to develop tasks, increase our analysis and technological capabilities.
2. In the technological world that has evolved as a result of the pandemic, we face great challenges where we adapt to approaching any educational process, which is digital and network design; We learned to manage, create competencies at the teacher-student level.
3. The self-learning that we have acquired due to the rise of tools has been very significant because they have given us different platforms for educational and social interaction, to communicate, learn to create and design in different technologies to promote different skills with honesty, responsibility and empathy.

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The socio-educational need to create and share. (New ways of learning. new theories of learning with technologies). 

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The socio-educational need to create and share. (New ways of learning. new theories of learning with technologies). 

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The power of the Internet in our cyberculture is of a gigantic dimension; which promotes society to be increasingly creative and productive. The new virtual spaces allow you to create, connect and disseminate creation in any professional, academic or personal field. People love creating and sharing content, and are willing to do most of the work (generating it, distributing it, and ranking it) if given the right tools for them. The new communicative reality is not based on traditional media, but on microcontent (Twitter) or images such as (Instagram). An educator or teacher in the 21st century must, among other various means and strategies, master the ability to communicate, create, disseminate and teach online. The purpose is not for an educator to only provide content and interaction between students, but to be a creative reference in the development of materials and in a critical and selective use of the media available on the market mainly free and accessible. .
We have called this concept applied to education with the acronym BACC: Search, Adapt, Create and Share. To do this, there is a wide range of tools for creating videos, infographics, posters, among many others; which allows the citizen and the teacher and student to develop this philosophy of sharing and creating multimedia content. These programs help make the network more distributed and shared in a collaborative way.
 (simulations, games).
audio, video).  (images, online guides, interactive presentations, infographics).
what they read (email, readings, etc.).

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Virtual space: Cyberspace. (Networks and digital participation. Cyberculture and digital language. Infoxication, disinformation and post-truth)

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Virtual space: Cyberspace. (Networks and digital participation. Cyberculture and digital language. Infoxication, disinformation and post-truth)

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Postmodernity is adjective from coordinates in which change appears constantly. New habits, values, interests, ways of feeling and, especially, of thinking appear, and this represents a challenge for digital education at the beginning of the 21st century. Virtual interaction spaces serve for the propagation and reorganization of content; Cyberspace is not a network of computers, but the result of the social activity of the users of computers connected to each other that are distributed unequally, yes, throughout the world. New styles of sociability are created in which the virtual and the non-virtual become different faces of the same reality.A social reality and a space of sociability that we share in a virtualized world transmits knowledge, reflections, research, but also photos of the beach on Instagram or Facebook, a blog for personal dissemination or a video on YouTube recommending styles and ways of dressing that, sometimes, are followed by a considerable number of people on the network «influence phenomenon»
personal aspects of people on social networks, web pages, blogs or what does marketing do?
Another thing is the need to project egos or live pending pleasure ("likes", "selfies", etc.).
The objective is not to change these habits that are already beginning to be routines and models of socialization, but to expand their use to learning, professional and academic situations and take advantage of all the educational potential that resides in educational technology.
Social networks, as a whole by number of participants, constitute a world parallel to the current one. On Facebook alone there is the equivalent of a third of the planet active each month. The potential for actions that can be developed in these social networks is immense. There are more and more communities of educators (educational channels on YouTube, for example) with their profile and applications that generate interactive virtual classes in real time with endless applications in communicative and also training or social processes.cyberspace to make their theories known.
This literacy must, therefore, involve social literacy to provide adequate skills in a hyperconnected world. Verbal, non-verbal, ideographic, audiovisual, and iconic aspects come together in communication systems and have traditionally been analyzed from philological parameters focused on the levels of language: phonetic, morphological, syntactic, semantic, pragmatic, etc. These more traditional approaches cannot explain the new communicative and interactive paradigm on the Internet.
linguistics are nourished by a grammar of digital communication in which new theoretical principles are enabled that explain the production and decoding of multimedia messages. Thus, on a mobile phone we can read documents, talk, listen to the radio, watch television and participate in virtual communities or communicate different messages synchronously or asynchronously. What takes us into the concept of cyber culture
Cyberculture has invaded all social spheres and communication has adopted new, more immediate, more participatory and more dynamic clothing, turning culture into a rebellion of the masses. A network of networks in which people express, manifest and disseminate ideas, images, videos, opinions and that requires communication and discursive capacity to be enabled so that we all have the same opportunities to contribute our ideas and participate with our productions. linguistic, sound or visual.
Teaching to understand, decode and produce in this digital world is one of the objectives sought in the curricula of pre-university and university education and in the development of competencies (digital, communicative and civic competence) of pre-university education.

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What actually happens is that the citizen accesses and accumulates digital wisdom.
This digital wisdom is based on new ways of accessing and understanding the world through information and participation in the network.
Digital tools today expand and enhance our cognitive abilities in a very varied way. Access to the enormous information on the Internet, its processing and subsequent dissemination allow for more complex analysis of situations or problems and allows us to increase our capacity for execution and reflection.
The online activity of young people and not so young people has been described as an uncreative task, unimaginative and tending towards the mere reception of virtual trivialities such as messaging on "Whatsapp", "Facebook" walls, "Instagram" photos or mini-videos on “TikTok”. This description has a good part of truth; It is also contrasted by other studies and evidence that demonstrate that educational or professional use of digital tools increases our abilities in a wide variety of cognitive tasks.
It is impossible to train a generation with the peculiarities already mentioned in a school that does not use technology or prohibits the use of digital devices, that insists on the teacher's presentation when they can find the same thing visually and with possibilities. relate it to other topics on the internet or exercise, review or practice with the help of different applications or digital resources. The proposal cannot be based on alleged misuse and, therefore, on prohibition, but rather on a determined commitment to teaching safe, ethical, responsible and educational use of technology and devices.

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Technology and its social influence in figures: (Europe 2020. The Agenda for Sustainable Development: Education and Technology. Decade 2020-2030. Use of technology in today's society. )

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Technology and its social influence in figures: (Europe 2020. The Agenda for Sustainable Development: Education and Technology. Decade 2020-2030. Use of technology in today's society. )

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The influence of technology in the social sphere is undeniable; Therefore, they are concerned with its regulation as well as promoting plans for effective, sustainable, educational, professional and productive integration.
Economic and social progress has exposed the structural weaknesses.
the European Commission designed a strategy to help emerge stronger from the crisis and turn the  into an economy that enjoys high levels of employment, productivity and social cohesion.
A strategy for intelligent, sustainable and inclusive growth.
Europe proposed three priorities: Smart Growth, Sustainable Growth and Inclusive Growth.
In this sense, mobile devices allow students to access learning resources anywhere and anytime (ubiquity and mobility). In fact, mobile learning has the ability to help break down economic barriers, differences between rural and urban areas, support functional diversity and contribute to reducing gender inequality.
The relationship between technology and the SDGs is evident, the 2030 Vision association published the report "Uniting to deliver technology for the global goals".
Most performed activities: instant messaging (WhatsApp)
View video content (You Tube)
ICT and GDP provide IT Activities, along with Telecommunications, the two large groups of economic activity that provide greater value to the economy. Likewise, worldwide, the use of the Internet, social networks and social connectivity has not stopped increasing every year and reaches enormous numbers. The active users in a month of the main social networks (Facebook, Whatsapp, YouTube, Instagram, Google+, LinkedIn, Twitter, Snapchat, TikTok and Pinterest) is gigantic.

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The socio-technological context in which education, information and culture are immersed; and how the use of technology affects society as a whole and, especially, educational centers and universities. It is necessary for a student of pedagogy, an educator or a future teacher to know how to develop, analyze and evaluate the socio-educational context and how technology can influence the improvement of teaching-learning processes from a critical perspective.
It is beneficial both in the design of virtual learning platforms or environments and in the production of digital content. It is very important that technology is an ally that promotes access to information, the development of new teaching models based on it.
The use of technology tends to have mainly a social and leisure dimension, rather than a training and educational one, among students.
The power of the Internet in our cyberculture is gigantic; which promotes society to be increasingly creative and productive. An educator or teacher in the 21st century must, among other various means and strategies, master the ability to communicate, create, disseminate and teach online.