COVID-19 has impacted on teacher training, generating new ways of teaching and learning where technologies have become our main allies. This article based on empirical evidence analyzes the importance of maintaining the pedagogical and human essence in an emergency remote teaching environment. For this, the main objective is to analyze the use, during confinement, of a series of digital resources and tools (Video clases, Blog, Digital Portfolio, Virtual Role playing and Online Games) that, planned in a pedagogical way, promote motivation, collaboration and positive attitudes towards virtual learning. Through a mixed methodology and a pre-experimental design, data from 61 students of the Master’s Degree in Teacher Training at a Spanish public university are analyzed quantitatively and qualitatively, obtained in a questionnaire designed ad hoc and validated by experts, as well as testimonies, teacher evaluations and final grades. For this, a frequency distribution analysis has been carried out, a descriptive analysis and the evolution of some variable has been compared, both before and after confinement. The main result obtained is the resounding confirmation that it is possible to acquire knowledge, develop skills in general, and digital skills, in particular, and develop positive attitudes towards a virtual environment without losing motivation and collaboration. The use of these tools and resources is transferable to other subjects and degrees, with a minimum of technical and didactic knowledge, as well as digital teaching competence. In addition, the results obtained may be useful for the design of didactic strategies that connect the pedagogical, technological and human dimensions in the training of new generations of teachers.