The COVID-19 pandemic has demanded a sudden shift to the remote mode, turning home spaces into makeshift classrooms. Perceptions, experiences and strategies developed by school teachers in Chile are examined. Teachers report improvised responses to give continuity to school activity and shortcomings in the organizational functioning of schools, as the main sources of workload. Lines of intervention centered on the potential of ICTs, and roles of the different actors, are proposed from cognitive and organizational ergonomics.La pandemia Covid-19 ha exigido un cambio repentino hacia la enseñanza en modalidad remota, convirtiendo los espacios de los hogares en aulas improvisadas. Se examinan percepciones, vivencias y estrategias desarrolladas por docentes de educación escolar, de manera a contribuir desde la ergonomía cognitiva y organizacional