THE IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TEACHING AND LEARNING PROCESS IN SCIENCE

Abstract

Thanks to technological advances, audiovisual media as teaching tools have become a special component of the teaching-learning process. This essay responds to a descriptive survey with a qualitative approach, which aims to analyze the didactic impact that audiovisual media have had on general primary education. Information and Communication Technologies (ICTs), as tools widely used by an increasing number of people in different age groups, are becoming resources of global interest for the most diverse purposes. In schools, despite children and teenagers being fully familiar with and mastering different technological resources - such as smartphones, tablets, USB sticks, etc. -teachers tend to refuse them in the teaching-learning process. A lot of this is because they haven't mastered how to use them, or the technology itself, or because they think they would only interfere negatively in lessons. However, we live in a computerized and globally interconnected society that is increasingly mediated by ICTs. Education is a process through which the individual has an acquired right with the aim of becoming a citizen, which is an achievement resulting from the political exercise of rights and struggles. The 20th century was marked by the accelerated development of electronic technology. This technological advance caused some initial discomfort, given the natural resistance and non-adherence to major changes, especially in the educational sphere. These advances have led us to analyze information and communication technologies (ICT) in education in a public school in Bahia, specifically in the teaching of science. This article will discuss basic concepts of Technology, Information and Communication Technologies and Technological Education in the light of the bibliography on which the study is based. There will also be a brief account of the history of Brazilian education in the insertion of ICT in education.  From this perspective, this study sets out to investigate possible ways of using ICTs as instruments that stimulate and provoke significant knowledge in the science teaching-learning process.