THE CONTRIBUTION OF TECHNOLOGY TO TEACHING: CHALLENGES OF INTEGRATING TECHNOLOGY INTO TEACHING, TEACHERS AND DIGITAL TECHNOLOGIES IN EDUCATION

Abstract

This study aims to reflect on the use of integrated technologies in the classroom and their relationship with digital culture. Thus, it is believed that 21st-century education gains prominence in the role of contemporary education if it is related to new information and communication technologies in the school environment, as it encompasses numerous advantages, such as improved quality in the teaching-learning process and awakening students' interest in curricular content. However, it is important to emphasize that education in the school environment, in general, is seen as an area that demands qualified professionals who can use current integrated means and technologies to increasingly awaken students' interest in learning. Therefore, it is believed that in the school context, the main focus is the student's teaching-learning, where the teacher has a role of utmost importance, in terms of their pedagogical practices, being an important mediator, thus needing to observe which are the most appropriate moments to use these digital tools, as a form of pedagogical assistance in the classroom. The methodological procedure that structures this work is presented in the format of a qualitative and open-ended literature review, based on an exploratory and bibliographical dialogue with the authors of the in-depth research. At the end of this study, it can be concluded that the support of integrated technologies in the classroom and their relationship with digital culture can significantly contribute to the success of 21st-century education, as they allow students to be inspired, a potential that can reduce the likely fear of discovery, knowledge, participation, and interest—a fear that may have stemmed from teaching methodologies, in short, seen as boring and traditional.