CHALLENGES AND LIMITS OF THE USE OF DIGITAL TECHNOLOGIES IN THE CLASSROOM

Abstract

 The presence of digital technologies in schools presents significant challenges to teaching practice while offering possibilities for pedagogical innovation. This article aims to analyze the limits and difficulties faced by teachers and institutions in the critical incorporation of technologies into teaching. It uses a qualitative methodology based on bibliographic review, grounded in educational, technological, and methodological authors. The results indicate that the most recurrent barriers are related to precarious infrastructure, lack of continuing education, and superficial use of digital resources. It is concluded that integrating technologies into pedagogical practice requires planning, active listening, and commitment to citizen education.