INTEGRATION OF ICT INTO EDUCATION: TEACHING PERCEPTIONS, CHALLENGES AND PATHS FOR PEDAGOGICAL INNOVATION

Abstract

This article analyzes teachers' perceptions regarding the integration of Digital Information and Communication Technologies (DICTs) in the school environment, highlighting the challenges faced, the strategies adopted to overcome them, and the observed impacts on student learning. The qualitative research, based on a literature review, draws on authors such as Moran, Kenski, Valente, Papert, and Vygotsky, among others, whose contributions allow us to understand the complexity of the process of technological integration in education. The results indicate that, although teachers recognize the potential of DICTs to diversify methodologies and promote more meaningful learning, they still face obstacles such as deficiencies in training, lack of infrastructure, and institutional resistance. Strategies to overcome these barriers involve investing in continuing education, the use of active methodologies, consistent public policies, and the appreciation of pedagogical mediation. It is concluded that the effective integration of ICTs requires a critical and intentional approach, guided by innovative pedagogical practices that foster student autonomy, collaboration, and empowerment. Thus, technology, far from being an end in itself, should be understood as an instrument of educational transformation, as long as it is integrated into pedagogical projects that are consistent with the school's contemporary challenges.