DIGITAL TURN, NEW LITERACIES AND TEACHER PROTAGONISM: THE TEACHER IN THE DIGITAL AGE

Abstract

The article explores the “digital turn” and its impacts in the field of education, focusing on new digital literacies and teaching protagonism. The digital turn is described as a paradigmatic shift that transforms the way students and teachers interact with technology and educational processes. The concept of new literacies is approached from a sociocultural perspective, highlighting how reading and writing practices are more collaborative, multimodal and participatory than traditional literacies. The role of the teacher also undergoes significant transformations, requiring adaptation to new technologies, but without losing sight of the pedagogical essence. The text discusses the challenge of integrating technology in a meaningful way into the school environment, highlighting that the use of technologies must be aligned with a coherent pedagogical proposal, to avoid merely instrumental and mechanized practices. Finally, it is highlighted that the professional development of teachers is crucial for adapting to these changes, requiring continued and collaborative training. The role of teachers in the digital age lies in their ability to orchestrate educational practices that integrate technology in a critical and innovative way.