Abstract:

With the advent of Digital Information and Communication Technologies (DICT), society has experienced various changes in different sectors, leading individuals to the need to handle digital technological devices such as smartphones, computers, tablets, among others. Consequently, the debate about the significant use of these technological devices in the school environment by teachers has begun, given their widespread use in various contexts (VIDAL; MIGUEL, 2020). However, to promote this integration, it is necessary for teachers to acquire multiple skills. In addition to mastering the content, they should be aware of the pedagogical potential of the technological resource to be used in their teaching practices, ensuring that students acquire knowledge and do not use it as a mere motivational or distracting tool (ZULATO; LISBÔA, 2021). The authors highlight the importance of integrating DICT into teaching practices, considering the benefits it can provide. However, for this to happen, teachers need proficiency not only in the conceptual and methodological domain of their area but also in digital technologies. This concern directed a study aimed at investigating evidence of the use of DICT by Mathematics teachers working in Basic Education in the municipality of Jesuítas, in the state of Paraná, Brazil. The focus of this study is to analyze how these technologies are being employed as tools to promote student learning, aligning with the technological demands of contemporary society. The adopted approach was a case study, seeking to understand contemporary phenomena, particularly teacher training in DICT based on the Technological Pedagogical Content Knowledge (TPACK) model. For data collection, a questionnaire adapted and validated by experts in the field was used. The analysis involved descriptive statistical techniques, with the production of graphs and tables using Microsoft Excel, as well as the use of Likert scale and content analysis. The results emphasized the challenges faced by teachers, including a lack of appropriate infrastructure, a lack of familiarity with digital resources, and time limitations for adaptation or in-depth exploration of such tools aligned with DICT. The participating teachers make little use of digital resources, possibly due to a lack of incentive and learning in techniques and resources in continuous training (when available). Given this scenario, the research emphasizes the importance of public policies that encourage the training and updating of teachers regarding DICT, in order to meet the needs of digital-native students and provide quality education. The TPACK model has emerged as a promising strategy to empower educators in the effective use of these technologies, highlighting the relevance of harmoniously integrating technology into the curriculum.

Keywords:

Educational technology, educational challenges, TPACK model, teacher training, contemporary education.