USING ASSISTIVE TECHNOLOGY TO SUPPORT THE DIGITAL GENERATION

Abstract

This study analyzed the impact of digital technologies on the educational journey of the digital generation and the implications for teachers’ pedagogical practices. The objective was to understand how these tools influence the teaching-learning process and the challenges and opportunities they present for educators. The research employed a qualitative bibliographic approach, reviewing articles, books, and theses on digital education and neuroeducation. The findings highlighted that digital technologies provide opportunities for personalized learning and student engagement but also pose challenges such as distraction and cognitive overload. Neuroeducation emerged as a key ally in adapting pedagogical practices to students’ cognitive demands. The study concluded that the effective integration of technologies in education requires strategic planning, continuous teacher training, and careful monitoring. Finally, it emphasized the need for further research to deepen understanding of the implications of technologies in teaching and to explore methodologies that maximize their benefits in diverse educational contexts.