EDUCATIONAL TECHNOLOGY AND THE DEVELOPMENT OF CURRICULAR SKILLS IN THE CLASSROOM

Abstract

DOI: https://doi.org/10.46296/yc.v9i17.0771

Abstract

The presence of educational technology in the classroom has modified teaching and learning strategies, bringing about a profound change in curriculum structure and the competencies required of teachers. This article will present a two-dimensional and interrelated perspective: on the one hand, the introduction of Information and Communication Technologies (ICTs) in the design and implementation of the school curriculum, and on the other hand, the development of teachers' digital competencies as a necessary condition for the comprehensive education of students. From a constructivist and connectivist perspective of learning, in which educational technology is seen as the path to knowledge and meaningful interaction, there is a need for coherent curriculum planning regarding digital tools and for teacher professionalization that incorporates a critical, ethical, and pedagogically sound approach. The conceptual results show that teachers' digital competence is a fundamental pillar for innovation in teaching practice, and that the integration of ICTs into the school curriculum enables autonomous and collaborative learning. Ultimately, educational technology has redefined the school curriculum, modified teaching practice, and established an active, inclusive education tailored to the cognitive needs of a digital society.

Keywords: Educational technology; Teachers' digital competences; ICTs; School curriculum; Pedagogical innovation; Meaningful learning; Technological integration; Digital education; Curriculum development; Knowledge society.