Digital information communication technologies and learning: potentialities for personalization, authorship, and collaboration

Abstract

Digital Information and Communication Technologies (DICTs) have expanded the possibilities for organizing teaching and learning experiences, particularly by fostering more personalized, interactive, collaborative, and student-centered practices. This article analyzes the potential of DICTs for learning, with an emphasis on personalization, authorship, and collaboration, based on recent Brazilian scientific literature. This qualitative, exploratory, and bibliographic study was conducted through a content analysis of five scientific articles published in Brazilian journals between 2023 and 2025. The corpus was examined through thematic categories, considering recurring patterns, convergences, and distinctive features identified across the studies. The results indicate that DICTs can foster the personalization of learning pathways by accommodating different learning paces and needs, while also enhancing student autonomy and agency. The analysis further shows that practices involving the production of videos, podcasts, blogs, and other digital content strengthen student authorship and diversify forms of expression, whereas virtual environments and collaborative activities expand opportunities for interaction and the shared construction of knowledge. It is concluded that the educational potential of DICTs lies less in the technology itself than in its intentional and pedagogically grounded integration into educational practices.