espanolEste articulo presenta una doble evaluacion realizada en la asignatura Didacticas de la Informatica y la Tecnologia, correspondiente al Master universitario en formacion del profesorado de educacion secundaria, bachillerato, FP e idiomas que imparte la Universidad Rey Juan Carlos. Los alumnos de la asignatura debian aprender a preparar paginas web sencillas, utilizando los lenguajes HTML, CSS y JavaScript. Con tal fin se utilizo la tecnica flipped classroom o aula invertida para dar a conocer los contenidos necesarios, combinada con la adaptacion de la tecnica de aprendizaje cooperativo puzzle de Aronson, utilizada de cara a la realizacion de un trabajo grupal que reflejase los conocimientos adquiridos. Cabe destacar, como complemento a las dos tecnicas utilizadas, el uso de una rubrica de evaluacion adaptada, que fue facilitada al alumnado en el inicio del bloque didactico. La evaluacion fue realizada durante dos cursos academicos consecutivos, 2018/2019 y 2019/2020. Se produjeron diferencias importantes entre ambos estudios: en el primero de ellos, el auto asignado nivel previo de los estudiantes fue mucho mayor (2,8 puntos frente a 1,4 puntos en una escala de 1 a 5). La otra diferencia, aun mas relevante, consistio en que en el segundo curso toda la docencia se desarrollo en casa, en formato no presencial, de forma obligatoria, debido al periodo de confinamiento decretado por el estado de alarma en vigor a la sazon, a causa de la pandemia provocada por el virus SARS-CoV-2, popularmente conocido como coronavirus. Es destacable que, a pesar de estas diferencias, los alumnos manifestaron su satisfaccion respecto al aprendizaje adquirido y al trabajo realizado, en ambos casos. Las tecnicas empleadas fueron bien valoradas, especialmente flipped classroom y principalmente en el primero de los dos cursos academicos. Las calificaciones de los trabajos fueron, ademas, siempre altas. EnglishThis article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.