Keywords
Pedagogical consulting
Digital technologies
Motivation
Teacher training
How to Cite
Abstract
This article presents the results of a collaborative action research project developed over three months in 2025 in two full-time state schools linked to the 9th Regional Directorate of Education (9th DIREC/RN). The study investigated a pedagogical co-creation methodology led by an advisor from the Educational Technology Support Center (NATE), focused on integrating digital information and communication technologies (ICTs): Padlet, ChatGPT, Kahoot, Edpuzzle, ThingLink, and Clickideia, into the lesson planning of teachers for seven curricular components. 120 students participated in the study, answering an electronic questionnaire at the end of the projects. The analysis was organized into five axes and used cross-referencing between them. The results indicate that, although curiosity predominated transversally as an affect aroused by the tools, the degree of conversion of this interest into effective motivation varied according to the pedagogical arrangement of each project. This variation is not explained by the technical nature of the tools, but by the mediation exercised by the advisory service. It is concluded that the pedagogical appropriation of ICTs by public school teachers cannot be sustained as an isolated initiative of the teacher, but structurally depends on the mediation of a professional with pedagogical and technological literacy.
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