EVOLUTION OF TEACHERS’ PERFORMANCE IN THE CONTEXT OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

Information and Communication Technologies have progressively transformed educational processes, modifying the ways knowledge is accessed, classes are planned, learning is monitored, and teachers and students interact. In this context, teaching performance has come to involve competencies that go beyond disciplinary content knowledge and include abilities related to the selection, analysis, and pedagogical use of digital resources. This article aims to analyze the evolution of teachers’ performance in the context of the incorporation of Information and Communication Technologies into the teaching and learning process, considering transformations in the organization of pedagogical work, professional education, and knowledge mediation strategies. The research is characterized as bibliographic and is based on academic and institutional studies concerning teacher education, digital culture, educational technologies, teaching methodologies, and digital competencies. The analysis indicates that the mere presence of equipment and platforms does not automatically produce pedagogical changes, since the quality of technological integration depends on training, experience, working conditions, and the teacher’s ability to connect technology, curriculum, and educational objectives. It is concluded that the evolution of teaching performance is associated with a continuous process of professional learning, reflection on practice, and critical appropriation of technologies, in which digital resources are used as instruments to expand teaching and learning possibilities.