Abstract:

The use of digital technologies in the school context has been seen as a means to extend the creation of stimulating learning opportunities, which can be enhanced by teamwork among teachers of different subjects. In this sense, a Literature Review is presented, developed within the scope of a PhD Thesis Project in Information and Communication Technologies in Education, to systematise the knowledge that the scientific community has been producing on the place that digital tools occupy in pedagogical practices based on collaboration between teachers, namely in the context of the design of teaching plans to monetise the use of digital technologies in the classroom. To fulfil this purpose, two research questions were defined: (1) What forms do collaborative experiences among teachers orientated towards the pedagogical integration of digital technologies take? (2) What challenges and opportunities do you see in teacher collaboration practices oriented towards the pedagogical integration of digital technologies? The literature review process included defining research questions and objectives, selecting three scientific databases (Scopus, Web of Science and EBSCO), defining database search strategies and equations, determining inclusion and exclusion criteria, and presenting the results. The results suggest that experiences of collaboration among teachers tend to be limited to the exchange of pedagogical ideas, the sharing of teaching materials and the definition of common rules of operation. Deeper forms of collaboration, which involve more interdependence among teachers, such as teamwork, pedagogical dialogue, reflection on practice, student learning, collaborative design of teaching strategies, joint planning, providing observation-based feedback to colleagues, are less explored. The most salient difficulties in teacher collaboration practices oriented towards the pedagogical integration of digital technologies, which the reviewed literature highlights, lie in the area of pedagogical decisions involving the choice and selection of digital resources that add value to teaching and learning practices. Despite the challenges identified, collaborative working is seen as an opportunity to promote changes and improvements in educational practices. Given the scarcity of work linking collaborative practices among teachers with the planning of pedagogical strategies aimed at the integration of digital technologies in the classroom, the findings highlight the need for additional and in-depth research in this specific thematic area.

Keywords:

Digital technologies, teacher collaboration, pedagogical strategies, literature review.