DICT and their uses in the public school space: What do teachers say?

This paper aims to investigate public school teachers’ comments about the educational use of Digital Information and Communication Technologies (DICT). The theoretical framework is based on the research carried out language and discourse and studies on teacher education and the use of digital technologies. An interpretive approach was found suitable in this research. The results suggest that teachers justify the use of technology as a way to illustrate or exemplify a given topic taught in the classroom and as a strategy to motivate students’ participation in school activities. It was also shown that teachers see a gap between the school and the advancements of society and acknowledge the need for changes in the educational environment.