Use of technological tools in teaching practices at the secondary level: a narrative review

The integration of digital technologies in secondary education has intensified over the last decade, raising new dynamics in teaching and the role of teachers. This article aimed to analyze, through a narrative literature review, how technological tools are integrated into the pedagogical practices of teachers at this educational level. Using a qualitative approach, studies published between 2020 and 2025 were reviewed, considering criteria of relevance, currency, and contribution to the field of education. The findings demonstrate a growing use of platforms such as Google Classroom, Padlet, Kahoot, and other digital tools associated with active, collaborative, and student-centered methodologies. Benefits were also identified in terms of motivation, participation, and didactic diversification. However, significant barriers persist, such as unequal access to resources, limited teacher training, and weak institutional coordination. The article concludes that technology alone does not guarantee educational improvement; rather, it must be integrated with sound pedagogical criteria, critical reflection, and supportive conditions that foster its transformative use in the classroom..