THE INTEGRATION OF DIGITAL TECHNOLOGIES IN THE FIRST YEARS OF ELEMENTARY EDUCATION: CONTRIBUTIONS TO THE TEACHING-LEARNING PROCESS

Abstract

This article aims to investigate the contributions of technology integration to the teaching-learning process in the early years of elementary school. For this, we seek to articulate this problem with the concept of Technological-Pedagogical Fluency (FTP). The study was developed during the supervised internship of an academic from the Pedagogy course, in the early years of elementary school, following the methodological principles of action research. The results showed how much the experience can be positive for students and at the same time challenging for teachers. Even so, it was concluded that the teaching-learning process produced positive results due to FTP. The planning of all activities mediated by digital technologies, seeking to meet the needs of students, justifies this statement. FTP is constantly evolving and will always be required with each new experience.