The presence of these ICTs causes new and different ways of doing and approaching things, including everything related to the area of education ( Soler et al., 2018). The knowledge and information society in which we find ourselves is undergoing a constant digital revolution through the well-known Information and Communication Technologies (ICT) ( López-Belmonte et al., 2019a), which are completely established in our daily lives ( Hernández, 2017 Maldonado et al., 2019). The irruption of social networks and different applications that, generally, are used in the leisure area of people’s lives, have entered the classrooms in the same way, changing the way in which people learn and conceive the teaching-learning process (T-L) ( Tondeur et al., 2016).
The continuous transformations the world is experiencing, among many other things, caused by technology, do not leave the educational field unmoved. Hence, these educational applications enable active learning where the learner is the main protagonist and can be supported and monitored. It is important to select the monitoring method and the target student in the didactic development. Conclusions show that applying a monitoring method with these technological tools leads to an increase in students’ motivation mainly as it allows a more direct interaction between the teacher and the student. The results show that the follow-up of external practices of future teachers using WhatsApp and Google Drive is effective in comparison with the face-to-face follow-up, although no significant differences are shown in the students’ grades. The data were collected by means of a questionnaire. A quasi-experimental design was carried out on a sample of 123 Spanish pre-service students. The aim of the study is to analyze the impact of WhatsApp and Google Drive on the monitoring of training practices among pre-service students using a traditional, face-to-face methodology. Communication and the monitoring of training processes are being transformed through these new elements gradually incorporated into the classrooms. The use of technology and all that it entails, such as applications and social networks, has led to a transformation of education in all aspects. 3Department of Educational Sciences, Faculty of Education, University of Zaragoza, Zaragoza, Spain.2Department of Didactics and School Organization, Faculty of Education, University of Granada, Granada, Spain.1Department of Didactics and School Organization, Faculty of Education, Economics and Technology of Ceuta, University of Granada, Ceuta, Spain.Antonio-José Moreno-Guerrero 1, Carmen Rodríguez-Jiménez 2*, Magdalena Ramos-Navas-Parejo 2, Rebeca Soler-Costa 3 and Jesús López-Belmonte 1
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