DIGITAL TECHNOLOGIES IN DISTANCE EDUCATION: A STUDENT’S EXPERIENCE IN THE GRADUATE PROGRAM IN PROFESSIONAL AND TECHNOLOGICAL EDUCATION

Abstract

Digital technologies have brought about significant transformations in contemporary society by enabling large-scale data storage and real-time global integration. In response to these demands, educational institutions have been incorporating ICTs as pedagogical tools, a process that requires systematic planning to ensure their effective use and prevent the inappropriate use of resources and time. This study aims to analyze the potential and challenges of using digital technologies in the educational process, based on a student’s experience in the Graduate Program in Teaching in Professional and Technological Education, offered in the distance learning format by the Federal Institute of Education, Science, and Technology of Maranhão (IFMA), Santa Inês Campus—Porto Franco Center. Methodologically, the research is characterized as an exploratory study, grounded in a literature review conducted in academic databases, books, and articles addressing teaching in Professional and Technological Education (PTED), distance education, and the use of ICT/TDIC in education. Furthermore, it includes the development of a pedagogical proposal aimed at integrating digital technologies into distance education, with a focus on PTED. The results indicate that ICT plays a key role in promoting interaction, autonomy, and collaborative learning, contributing to more dynamic and inclusive teaching practices. However, challenges persist regarding unequal access, the need for institutional support, and ongoing teacher training for the pedagogical use of technologies. When deployed critically and intentionally, they expand learning opportunities, promote the democratization of education, and strengthen distance learning as a strategy for extending quality public education to rural areas. In this sense, strengthening digital inclusion and digital culture, in conjunction with consistent institutional policies and innovative pedagogical practices, is essential for enhancing the role of ICTs in Professional and Technological Education. In this context, distance education emerges as an educational space capable of promoting not only technical qualifications but also a holistic, critical, and socially grounded human development.