THE TOUCH GENERATION AND FRAGMENTED LEARNING

Abstract

This study focused on the adaptation of teachers' pedagogical practices to the digital generation, characterized by the intensive use of digital technologies, and its impact on the teaching-learning process. The central problem of the research was to understand how the new ways students interact with knowledge, such as fragmented learning, nonlinear reading, and digital fluency, influence teachers’ work. The general objective was to analyze the possibilities and impacts of digital technologies in education, considering teachers' adaptation to this new reality. The methodology adopted was bibliographic research, with a literature review on the characteristics of the digital generation and related pedagogical methodologies. The study's development involved analyzing how active methodologies and digital fluency can be integrated into the educational process, considering the specifics of this generation. The final considerations highlighted that teachers need to adapt to these changes, integrating technologies in a critical and effective way, promoting a more interactive and fluid learning process. It was also pointed out the importance of continuous training for educators and the need for further studies on the implementation of technologies in the school environment.