DIGITAL TECHNOLOGIES IN THE TEACHING AND LEARNING PROCESS

Abstract

The educational landscape has been profoundly influenced by the advancement of digital technologies, which offer new opportunities for teaching and learning. The objective is to describe the impact of digital technologies on the teaching and learning process, analyzing their contributions, challenges, and potential for contemporary education. This is a literature review using the following databases: Virtual Health Library (VHL), Brazilian Digital Library of Theses and Dissertations (BDTD), Google Scholar, and Scientific Electronic Library Online (SciELO). Digital technologies have become an increasingly integrated part of the educational environment, offering a wide range of tools and resources that have the potential to transform the teaching and learning process. These technologies range from educational software and mobile applications to online learning platforms and interactive devices. Their presence in contemporary education is associated with a series of benefits and challenges (Paulette, 2023). New knowledge in the digital world has the power to make the teaching process more dynamic, interactive, and personalized. They offer opportunities for active and collaborative learning, allowing students to construct knowledge more autonomously and participatively. Furthermore, digital technologies can make learning more accessible, allowing students to access educational resources from anywhere and at any time, which is especially important in an increasingly globalized and connected world (Oliveira, 2023). It is worth noting that despite their benefits, digital technologies also present a number of challenges for education. One of the main challenges is ensuring that these technologies are used effectively and meaningfully in the teaching and learning process. Educators often face difficulties in integrating virtual world technologies into their pedagogical practices, whether due to a lack of adequate training, a lack of resources, or resistance to change. Furthermore, there are concerns about the overuse of digital technologies, which can lead to distraction, lack of focus, and social isolation among students (Da Silva, 2024). Another important challenge is ensuring that modern technologies are accessible to all students, regardless of their socioeconomic background or digital skills. The digital divide is a significant concern, and it is essential to ensure that all students have equal access to the resources and opportunities offered by digital technologies (Freire et al. 2023). In this context, there are ethical and security concerns related to the use of digital tools in education, including issues of privacy, data protection, and online security. However, it is undeniable that digital technologies have the potential to revolutionize education, offering unprecedented opportunities for student learning and development. However, it is important to recognize and address the challenges associated with their use in order to maximize the benefits and minimize the risks for all involved in the educational process (Papert, 2001). The emergence of digital resources in education dates back to the early days of computing. In the 1960s and 1970s, the first computers were introduced into educational institutions, primarily universities and research centers. Initially, these machines were used for administrative tasks and scientific analysis, but they soon began to be exploited for educational purposes, albeit in a limited manner and restricted to a few institutions due to the high cost and complexity of the technology (Afonso, 2024). The 1980s marked a significant turning point with the popularization of personal computers. With the arrival of more affordable devices, such as the Apple II and the Commodore 64, schools began integrating computers into classrooms, ushering in a new era in education. Educational programs in software format were developed to aid in the teaching of various subjects, from math and science to foreign languages and history. This decade was marked by the advent of the first computer-assisted learning (CAL) programs and the proliferation of educational computer labs (Silveira, 2024). In the 1990s, with the emergence of the commercial internet, digital education took another leap forward. The web brought with it a plethora of online educational resources, from websites with thematic information to distance learning platforms. E-learning became a viable reality, allowing students of all ages and from different parts of the world to access educational content flexibly and conveniently. Virtual classrooms and online learning environments began to be adopted by formal and corporate educational institutions, expanding the boundaries of education beyond the physical confines of traditional schools and universities (Oliveira, 2021). The beginning of the 21st century witnessed a rapid evolution in digital technology, with mobile devices such as smartphones and tablets becoming ubiquitous. These devices brought with them new possibilities for education, making learning even more accessible and personalized. Educational apps, educational games, and adaptive learning platforms proliferated, offering interactive and engaging learning experiences. Augmented reality and virtual reality have also emerged as promising tools for enhancing education, providing immersive simulations and hands-on learning experiences (Afonso, 2024). We are immersed in an era of digital education fully integrated into our daily lives. The COVID-19 pandemic has further accelerated this trend, forcing educational institutions worldwide to adopt remote learning and explore new forms of online teaching. Artificial intelligence, data analytics, and other advanced technologies are increasingly being incorporated into the educational landscape, offering valuable insights for personalizing instruction and improving student outcomes (Da Silva, 2024). In short, the historical chronology of the use of digital resources in education is marked by steady progress driven by technological innovation. From the introduction of the first computers in classrooms to the current era of ubiquitous digital education, technology continues to shape and transform the way we teach and learn, promoting the democratization of knowledge and opening new frontiers for 21st-century education (Silva, 2021). The following descriptors were used: learning, education, teaching, digital technology, and didactic mediation. The findings highlight the importance of understanding the growing integration of digital technologies in the educational environment, which includes a variety of tools and resources to promote active and collaborative learning. Despite the benefits, challenges arise regarding the effectiveness and relevance of these technologies, such as a lack of adequate training and concerns about overuse. It follows that there are still challenges to be overcome to maximize the benefits of digital technologies in education. It is necessary to invest in teacher training, ensure equitable access to new technologies, and address ethical and security issues related to their use.