DIGITAL TECHNOLOGIES AS MEDIATORS IN THE TEACHING-LEARNING PROCESS

Abstract

This research analyzes the use of digital technologies as mediators in the teaching-learning process, focusing on their integration into pedagogical practices and the construction of a critical and innovative school culture. Based on a qualitative approach and literature review, it discusses the relationship between teacher mediation, digital culture, and the development of educational competencies. The findings indicate that, when aligned with active methodologies and intentional pedagogical projects, digital technologies contribute to student authorship, engagement, and meaningful learning. Educational platforms, collaborative tools, and interactive practices transform school spaces into connected, dialogical, and formative environments. The study also highlights challenges related to infrastructure, teacher training, and institutional culture, emphasizing that technological mediation requires objective conditions, pedagogical planning, and ethical commitment to human development. It concludes that the critical integration of technologies into teaching enhances the educational possibilities of public schools and fosters the construction of a democratic, inclusive, and socially relevant digital education.