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Digital Technologies and Innovative Teaching: A Review of the Literature on the Transformations of School Learning and Pedagogical Perspectives

Francesca Latino, Generoso Romano, Francesco Tafuri

Abstract

This literature review explores the complex interplay between educational technologies and pedagogical innovation, focusing on their transformative impact on teaching and learning processes within contemporary school contexts. Through a critical and interdisciplinary lens, the paper traces the evolution of digital tools from interactive whiteboards to emerging technologies such as artificial intelligence and augmented reality, highlighting the implications for learning environments and cognitive engagement. It examines innovative instructional approaches including flipped classroom models, active learning strategies, and inquiry-based practices, emphasizing the evolving role of the teacher as a facilitator of meaning-making in digitally enriched settings. Furthermore, it investigates how digital tools influence cognitive processes such as attention, memory, and problem-solving, while also analyzing motivational and emotional aspects of learning in digital contexts. The review concludes by addressing current pedagogical challenges and perspectives, underscoring the need for integrated frameworks that connect technological design with educational values, teacher training, and international policy orientations. Ultimately, the study advocates for a reflective and human- centered vision of digital education capable of supporting inclusive, equitable, and meaningful learning experiences.

Keywords

Learner EngagementCognitive LoadInstructional DesignTeacher Identity

References

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