The new digital technologies known as NTDICs - New Digital Technologies of Information and Communication have caused diversified and rapid changes. In the school context, this reality proves that the existence of digital immigrants and digital natives has demanded that schools respond to the needs of these groups. But as for this incompatibility, what to do? It is believed that it is necessary to rethink teaching practices, especially the continuing education of teachers, since the pandemic of the new coronavirus and the implementation of Emergency Remote Teaching (ERE) have opened up the need for the insertion of digital technologies in schools and in the training of teachers. However, it is necessary to question public school education, as well as to consider the complex network of schools and the different social classes that are served. In this perspective, the question is: What teaching strategies and how have teachers applied the NTDICs to face this reality? Thus, the present theoretical study has the general objective of analyzing how the integration between technologies and the basic education classroom has developed, with a special focus on the continuing education of teachers, where they had to reinvent themselves and relearn with the pedagogical use of digital technologies in remote and hybrid teaching in the face of the pandemic caused by Covid-19. It is, therefore, to seek to understand how the dissemination of the use of these technologies by teachers occurs, as well as to understand the importance of continuing education for the handling of technologies and to reflect on the need to carry out innovative actions regarding their usability in times of pandemic. In this sense, this monograph carries out a bibliographic research to understand the insertion of teachers with the use of technologies and provide a new perspective on the studied topic, adopting in its structure the Scandinavian Model, characterized by the presentation of a collection of articles or book sections. It takes an approach centered on teacher training and the appropriation of new technologies to improve the teaching and learning process. As main results, it emphasizes the importance that the State implements public educational policies of digital inclusion, prioritizing equipping schools with a better quality internet and structuring or revitalizing the IT laboratories, in addition to promoting the continuous training of their teachers. It is concluded that it is urgent to implement public policies for digital inclusion in the country, helping schools to provide better working conditions and teachers to promote the formation of competent, critical, creative and able citizens to act personally and collectively in the digital society.
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