Educational Technologies

Perceptions of Future Teachers

Abstract

This study aimed to analyze the perceptions of prospective teachers regarding the use of Digital Information and Communication Technologies (DICT) as pedagogical tools in teacher education, emphasizing their contribution to the teaching of complex concepts and to the innovation of educational practices. The investigation followed a mixed-methods approach, combining qualitative and quantitative data derived from the experience of Mathematics undergraduates engaged in formative activities involving educational technologies. The results showed that DICTs are recognized by participants as tools that enhance interaction, promote dynamism, and facilitate the visualization of content, thus supporting active learning. However, significant challenges remain, such as the lack of continuous professional development and difficulties in effectively integrating technologies into pedagogical planning. It is concluded that the intentional and strategic incorporation of DICT into pedagogical planning is essential to enhance their transformative role and to promote a more inclusive, interactive, and responsive education aligned with contemporary demands. Although the study was based on a specific sample of Mathematics undergraduates, its reflections and implications go beyond this context and are applicable to teacher education across different fields. This perspective highlights the importance of a critical, contextualized, and reality-oriented approach to the effective integration of DICTs in teacher education processes.