DIGITAL NATIVES AND MIGRANTS

Abstract

Contemporary information technology requires the reformulation of school routines aimed at optimizing student, teacher, and institutional performance. Concurrently, it necessitates the development and alignment of pedagogical and curricular strategies shaped by Web 3.0 platforms, which enable collective synchronous and asynchronous virtual interactions and the use of cognitive tools such as generative artifi cial intelligences. Such a scenario is natural for the contemporary generation of students, known as digital natives, while it can hinder the relationships, interactions, curricula, and didactic pedagogical performance of the preceding generation of teachers, referred to as digital migrants. This study aims to investigate how technologies are being applied in educational institutions and what their pedagogical and curricular contributions are. Google Scholar, Digital Library, and University Periodicals were used as support for the literature review and theoretical construction of this study. Additionally, other databases, books, theses, and articles from online journals were also explored. Finally, this article underscores the urgency for educational actors to master the new technologies that are emerging in educational spaces, considering that various activities previously carried out in non-virtual modalities are now taking place in digital environments, the native habitat of future generations.