CONNECTED CLASSES: HOW DICT IS TRANSFORMING TEACHING

Abstract

In the contemporary context, Digital Information and Communication Technologies (DICT) have stood out as fundamental in education, reflecting social and cultural changes that transform the way knowledge is acquired and shared. The choice of this theme is justified by the need to understand the integration of these technologies in the school environment, especially in view of the growing use of mobile devices and the internet. The main objective of this study is to analyze how DICT can enrich the teaching-learning process, promoting a collaborative and inclusive environment. The methodology adopted combines a bibliographic approach with quantitative analysis, allowing a systematic review of the literature and the collection of empirical data on the application of DICT in various educational institutions. The main results indicate that the proper use of DICT can lead to a significant increase in student engagement and in facilitating access to knowledge. In addition, the research reveals that the continuing education of educators is essential for the effective use of these tools. The most relevant conclusions point to the need for a critical reflection on the application of DICT in education, emphasizing that their mere presence does not guarantee better results, but rather their conscious integration into the pedagogical process. Thus, this study contributes to the understanding of the role of DICT in promoting a more inclusive and accessible education.