TEACHING KNOWLEDGE AND EMERGING TECHNOLOGIES: CONTINUING EDUCATION, GAMIFIED RESOURCES, AND ARTIFICIAL INTELLIGENCE IN PEDAGOGICAL PRACTICE

Abstract

The incorporation of Digital Information and Communication Technologies (DICTs) into everyday school life requires the re-signification of pedagogical practices and the continuous development of teachers’ digital knowledge and skills. This bibliographic research article analyzes the relationship between continuing teacher education, the use of gamified technological resources, and the emergence of Artificial Intelligence (AI) in the educational environment. Based on national guidelines, such as the Brazilian National Common Core Curriculum (BNCC), and specialized literature on technology and education, the study discusses the need to move beyond the merely instrumental use of media in the classroom. It investigates the potential of formative and interactive assessment platforms—such as Plickers, Kahoot, and Mentimeter—as well as the gaps and opportunities associated with the incorporation of AI into teacher planning. It concludes that effective pedagogical innovation depends on the articulation of institutional support, adequate infrastructure, and training programs focused on teachers’ agency and autonomy.