The research aims to identify didactic-pedagogical practices related to the use of educational
technologies, specifically digital games, in teacher training. The goal is to analyze how these
technologies are integrated into teacher education, providing inclusive teaching/learning
opportunities through the use of Information and Communication Technologies (ICT). During
the research period, bibliographical surveys were conducted through the reading of authors
who work on the subject. From there, the collected information was summarized and
reviewed to build a more extensive theoretical framework. Additionally, a questionnaire was
administered to gather data to identify how ICT is made available and used by teachers in
basic education, as well as how digital games are employed as a didactic tool. The results
revealed that the use of educational technologies is not as prevalent in the routine of some
teachers. This is attributed to schools facing a lack of technological resources and quality
internet. Continuous training is also lacking within educational institutions, often being
superficial and focused solely on theory. It is suggested that more comprehensive ongoing
training is crucial, incorporating theory and practical elements. Workshops and suggestions on
how to integrate educational technologies and digital games into daily school life should be
included. This becomes particularly important in bridging the gap between theory and
practice, allowing teachers to expand their knowledge and adapt to the changes occurring in
the world of information. Digital games, used as a tool for geographical analysis, offer an
interactive and engaging approach by simulating geographical environments. This enables
students to explore and understand concepts in a practical manner.
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