Experienced teachers and the use of digital technologies: myths, beliefs and practices

Abstract

This article, produced under the project "Digital migrations and curricular innovation: giving new meaning to experience and rekindling teaching profession after 50" (REKINDLE + 50), aims to contribute to the debate about the relationship between veteran teachers and the use of digital technologies. From a methodological point of view, a review of the literature was used, including issues of teacher aging and the use of technologies in education. The data, treated through, evidence some myths and beliefs that are not always based, such as the students' "innate" proficiency for ICTs and the complete and irremediable lack of willingness of experienced teachers for technological issues. Some practices that promote the professional development of experienced teachers through continuous training actions, the development of communities of practice and the sharing with other teachers with less years of professional experience are also presented.