WHEN THE DIGITAL COMES INTO PLAY: DIFFICULTIES, DISCOVERIES, AND PEDAGOGICAL CHALLENGES IN THE INTERACTION BETWEEN STUDENT, TEACHER, AND TECHNOLOGY

The study analyzed the pedagogical challenges and discoveries triggered by the integration of digital technologies into education, with emphasis on the interaction among students, teachers, and technological resources. The research was conducted through a descriptive and analytical literature review, encompassing national and international studies on the use of digital technologies in education and drawing on categories such as pedagogical interaction, feedback, formative assessment, teacher training, and digital inequality. The findings indicated that students face difficulties related to unequal access and adaptation to digital methodologies, while teachers reveal limitations associated with lack of training and insecurity in using technological tools. Nevertheless, it was observed that digital resources enhance autonomy, foster collaborative learning, and strengthen feedback and continuous assessment. It is concluded that digital technology should not be understood merely as an instrument, but as a structuring element of pedagogical practice, whose effectiveness depends on teacher preparation, the reduction of access barriers, and the adoption of methodologies that integrate innovation, engagement, and meaningful learning. The results also highlight the need for policies aimed at digital equity and continuous teacher education, as well as the importance of further research on models of technological integration and their impacts on the educational process.