TEACHERS AND THEIR DIFFICULTIES IN INTEGRATING NEW TECHNOLOGIES INTO THE CURRICULUM: CHALLENGES IN THE USE OF TECHNOLOGIES

Abstract

The presence of digital technologies in educational environments represents one of the greatest contemporary challenges faced by teachers. Integrating these tools into the curriculum requires more than technical skills; it demands a transformation in pedagogical practices, teaching conceptions, forms of interaction with students, and teacher education. Technological development has significantly changed the ways in which individuals access, produce, share, and construct knowledge, challenging schools to respond to these transformations. In this context, teachers play a fundamental role, since their practices are essential for ensuring that technological resources are used in a pedagogical, critical, ethical, and contextualized manner. This article discusses the difficulties faced by teachers in incorporating new technologies into the curriculum, analyzing the differences between digital natives and immigrants, the generational gap among educators, and the importance of continuing professional development. It also addresses the limitations of technology in education, the need for adaptation to digital platforms, and the challenges posed by social media and misinformation. Furthermore, it considers that simply providing technological equipment and platforms is not enough to guarantee meaningful changes in teaching and learning, since it is necessary to articulate resources, planning, teacher education, and pedagogical objectives. The theoretical reflection is supported by authors such as Kenski (2012), Moran (2018), and Tardif (2014), who emphasize the urgency of rethinking the teacher's role in light of technological and cultural transformations.