THE USE OF APPLICATIONS AND TECHNOLOGICAL TOOLS IN NEW HIGH SCHOOL CLASSROOMS

Abstract

This article discusses the use of applications and technological tools in the context of the new high school. With the transformations in the field of education and the advancement of technology, it has become increasingly relevant to explore the potential of these tools to enrich students' educational experience. The article presents an analysis of the main trends and benefits of integrating applications and technologies in the classroom, while also discussing the challenges and concerns related to this approach. Finally, practical recommendations are offered for teachers and educational managers interested in using these tools effectively in secondary education.In this article we present some results of a research whose objective was to investigate processes of integration of digital technologies to the school curriculum, identifying challenges and difficulties that emerge from pedagogical practices in integration processes. The questions that guided the development of the research were: how can digital technologies be integrated into the school curriculum with a view to innovating pedagogical practices and the curriculum? What challenges and difficulties emerge from pedagogical practices in processes of integrating digital technologies into the school curriculum? What teacher training actions can contribute to processes of integrating digital technologies into the school curriculum? For the development of the research, studies were carried out on the integration of digital technologies into the school curriculum and teacher training for the use of digital technologies, linked to the development of actions in schools. In this article we will discuss the initial processes of integrating digital technology into the curriculum investigated in a public school: a process was initiated in partnership with high school teachers at Escola Osvaldo Nascimento, and a third process was developed in a mathematics discipline, in the same school. The processes are characterized as innovative, but the need for continuous teacher training and investment in technological infrastructure in schools was evident to intensify integration processes in the investigated school.