TEACHER TRAINING IN THE AGE OF HYPERCONNECTIVITY

Abstract

This study addressed the competencies required by teachers for the use of digital technologies in the context of hyperconnectivity. The central problem investigated was: What competencies are required by educators for the use of digital technologies in the current scenario? The general objective was to analyze these competencies and their impact on pedagogical practices in remote and hybrid teaching. The methodology adopted was bibliographical research, based on a literature review of teacher training and educational technologies. The development of the study highlighted that, in addition to the technical mastery of digital tools, teachers need to develop pedagogical, cognitive, and reflective skills to effectively integrate technologies into the teaching-learning process. Key competencies involve the ability to use active methodologies, promote collaboration, and critically evaluate the use of technologies in teaching. The final considerations indicated that continuous teacher training is essential for the success of technology integration in teaching. However, the research also pointed to the need for future studies to explore how digital competencies are developed in different contexts and how these skills directly influence student performance.