Learning process mediated by ICTs and digital playful tools

Abstract

Digital technological resources are increasingly being used by the global population, influencing different areas of life, including learning processes. In this context, theaim of this article is to analyze how Information and Communication Technologies (ICTs) and digital games affect the teaching-learning process. Through a literature review, it was highlighted that the "Digital Age" has transformed social and educational interactions, bringing new pedagogical practices. From the theoretical perspective of authors such as Coll (2013) and Costa and Souza (2017), it is argued that this new learning model does not replace the teacher, but can act as supportive resources that promote greater dynamism and interactivity in teaching and learning practices. Furthermore, the importance of teacher training and digital inclusion is emphasized to reduce inequalities and expand access to technologies. Games and other digital resources are shown to be effective means of making learning more engaging and creative. Additionally, studies have shown that the use of these tools in education is important to meet the new demands of society and enhance students' development, in accordance with the guidelines of the National Common Curricular Base (BNCC).