Teacher Training in Technological Media for Creative and Inclusive Practices

Abstract

The use of digital tools has become commonplace and is now considered normal for most people, including in education where adaptations to these changes have been made. However, access to digital media is not uniform across all populations, and there are social and digital gaps between different areas or social strata, as is evident in schools with special complexities. Technological progress should promote creative and inclusive teaching practices that encompass the processes of relevance, appropriation, control, and innovation. The COVID-19 pandemic has highlighted the lack of training for many teachers, as well as the lack of digital competence, availability of digital media, and connectivity for a significant portion of the population. This study aims to investigate how teachers are trained to use digital media in centers with special complexity. The authors analyze the training topics, contexts, and spaces, as well as the resources available to teachers that influence these processes.