CONTINUING PROFESSIONAL DEVELOPMENT FOR EARLY ELEMENTARY TEACHERS ON THE USE OF DIGITAL TECHNOLOGIES IN TEACHING

Abstract

The integration of digital technologies into the early years of elementary education has brought about changes in how learning situations are planned, taught, and organized, making teacher professional development a crucial aspect of their pedagogical integration. This study aimed to analyze the contributions of professional development for early-years teachers regarding the pedagogical use of digital technologies in instruction. A qualitative approach was adopted, utilizing a literature review that examined academic works published between 2017 and 2026. The search for studies employed the descriptors "teacher professional development," "digital technologies," "early years," "pedagogical practice," and "teaching and learning." The results indicated that professional development processes aligned with teachers' concrete needs foster greater confidence in selecting and using digital resources, diversify instructional strategies, and encourage the development of more participatory practices. Challenges related to school infrastructure, connectivity, technological proficiency, equipment availability, and the need for ongoing teacher support were also identified. Furthermore, the study found that training focused solely on the technical aspects of tools has limitations when it fails to address planning, curriculum, and pedagogical intentionality. It is concluded that professional development is a fundamental element for the critical and meaningful integration of digital technologies in the early years; it must foster the technological and pedagogical knowledge that strengthens teacher autonomy and effectively contributes to student learning.