ABSTRACT
The purpose of this article is to present some results of a research, in which the objective was to investigate processes of integration of digital technologies into the school curriculum, identifying challenges and difficulties that emerge from pedagogical practices in integration processes. The questions that guided the development of the research were: How can digital technologies be integrated into the school curriculum with a view to innovating pedagogical practices and the curriculum? What challenges and difficulties emerge from pedagogical practices in processes of integrating digital technologies into the school curriculum? How can teacher education contribute to processes of integrating digital technologies into the school curriculum? For the development of the research, studies were carried out on integrating digital technologies into the school curriculum, and education of teachers to use digital technologies, linked to the development of actions in schools. In this article, we will discuss the initial processes of integrating digital technology into the curriculum investigated in three public schools: one process was started in partnership with teachers from the early years, another in partnership with high school teachers, and a third process was developed in a subject in college level. The processes are characterized as innovative, but the need for continuous teacher training actions and investment in technological infrastructure in schools was evident in order to intensify integration processes in the investigated schools.
Keywords:
Digital technologies; School spaces; Teacher training; Digital culture