Role of the coordinator and technology-mediated pedagogical support: a narrative review

This article presents a narrative review of the literature on pedagogical support and the role of the coordinator, with an emphasis on how technological mediation can strengthen monitoring, feedback, and improvement of teaching performance, integrating international evidence with implications for the Dominican Republic. The review was developed by searching for and selecting recent sources in Spanish and English, prioritizing contributions from the last five years, and organizing the synthesis into thematic areas: conceptualization of support, coordinator functions, effective strategies, and contributions/limitations of technology and AI. The findings indicate that support is most effective when it is approached as a formative, situated, and continuous process, avoiding control-oriented approaches. The coordinator has the greatest impact when acting as a pedagogical leader who supports evidence-based cycles of improvement: observation/recording, specific feedback, improvement plan, and follow-up. Technology provides traceability and continuity (recording, communication, dashboard of indicators), but requires institutional and ethical conditions (time, digital skills, data governance). It is concluded that a progressive, layered approach—minimal tools, basic analytics, and optional AI—favors the viable implementation of support and guides decisions for school intervention programs