Contributions of digital technologies at the teaching practices

Abstract

This research analyzes the integration of digital technologies within teaching and learning methodologies. Given their structural presence in academic environments, these technologies function as instrumental resources for didactic planning. The methodology consisted of a state-of-the-art literature review, extracting data from academic repositories including Academic Google, Renote Magazine, Periódicos Capes, and the Scielo Scientific Library. The temporal parameter for the literature search was restricted to publications generated between the calendar years 2010 and 2016. The corpus incorporated research from Buzato (2010); Mauri and Onrubia (2010); Pretto and Riccio (2010); Garcia, Rabelo, Silva, and Amaral (2011); Valentini, Pescador, and Soares (2013); Martins and Maschio (2014); Massaro (2014); and Kaieski, Grings, and Fetter (2015). The selected texts were processed utilizing the discursive textual analysis framework developed by Moraes and Galiazzi. This procedure generated two analytical categories: the functional shift in pedagogical roles and the requisite technical competencies for instructional delivery. The findings establish that digital tools operate as catalytic variables in educational procedures rather than absolute determinants of cognitive acquisition. Consequently, integrating these structural resources necessitates an operational shift in teaching paradigms and requires continuous systematic evaluation of established pedagogical protocols to systematically optimize instructional design models and practical didactic applications in academia.