TECHNOLOGICAL INCLUSION AS A PEDAGOGICAL CHALLENGE

Abstract

This study addressed the use of digital technologies in the school curriculum, focusing on teacher training and the promotion of inclusive education. The research question was: What are the challenges and possibilities of including digital technologies in the school curriculum, with a focus on teacher training and promoting inclusive education? The main objective was to analyze how the inclusion of these technologies can contribute to teacher training and more inclusive pedagogical practices. The methodology employed was a bibliographic review, which allowed the examination of studies on teacher training and the integration of technologies in education. The development section highlighted the challenges faced by teachers, such as the need for continuous training and the adaptation of teaching methodologies, as well as the possibilities of personalized teaching and inclusion offered by digital technologies. The final considerations pointed out that, despite the challenges, digital technologies can be powerful tools to promote more inclusive and equitable education, provided they are implemented strategically and with proper support for educators. Further research is recommended to deepen the understanding of inclusive pedagogical practices and the effectiveness of technology use in education.