O impacto da tecnologia na educação: vantagens e desafios

Resumo

Introduction: This article addresses the transformation of educational environments resulting from rapid digitalization, accelerated by the COVID-19 pandemic. Tools such as Learning Management Systems (LMS), AI, and open educational resources have reshaped teaching and learning, generating intense debate about their real impact on quality and equity. While their potential to foster more active and student-centered learning is acknowledged, warnings have also been issued about risks such as the exacerbation of inequalities. The purpose of this work is to conduct an analytical and critical synthesis of recent literature to comprehensively examine the advantages and challenges of this integration, providing a balanced perspective to inform decision-making. Materials and methods: A narrative review of scientific literature published between 2018 and 2024, focusing on formal educational contexts, was conducted. The systematic search was performed in specialized databases (Scopus, Web of Science, ERIC, Dialnet) using keywords such as "educational technology" and "digital divide." Meta-analyses, systematic reviews, robust empirical studies, and reports from international organizations (UNESCO, OECD) were prioritized. The analysis process included four phases: 1) identification and screening, 2) extraction and critical appraisal, 3) thematic categorization, and 4) synthesis and integration. This approach allowed for the construction of a panoramic and critical view of the state of knowledge. Results and discussion: The analysis identified two main categories: Potential Advantages: 1) Access and flexibility for ubiquitous learning; 2) Personalization and adaptive learning through AI; 3) Development of 21st-century skills (collaboration, critical thinking); 4) Increased motivation and engagement; and 5) Fostering student autonomy and self-regulation. Persistent Challenges: 1) The multidimensional digital divide (access, use, benefit); 2) The critical need for teacher training and digital competence (TPACK model); 3) Inconsistent evidence on the direct improvement of academic performance. 4) Risks of distraction, information overload, and negative impact on digital well-being; and 5) Ethical and privacy considerations in the use of data (learning analytics) and AI.
The integrative discussion underscores that positive impact is not automatic. The debate must move beyond the "good/bad" dichotomy and focus on how, for what purposes, and under what conditions technology is integrated. There is a tension between the promise of personalization and the reality of the digital divide, and between the technocratic commercial discourse and the critical pedagogical perspective. Teacher competence is the fundamental node for meaningful integration, avoiding merely substitute or decorative use. The impact depends on a supportive ecosystem that includes equitable public policies, institutional leadership, and, above all, a sound pedagogical approach that puts technology at the service of educational objectives and human development. Conclusions: Technology is a potential catalyst for democratizing access, personalizing learning, and developing key competencies. Its effective implementation is hampered by the digital divide, insufficient teacher training, and limited evidence on its impact on traditional academic achievement.
It is imperative to proactively address the risks of distraction, privacy, and digital well-being through critical literacy. The future must be built from a humanistic and critical vision, based on pedagogical evidence and not on commercial pressures, requiring an ecosystemic perspective that aligns curriculum, training, infrastructure, and assessment. The central challenge is political and pedagogical: to ensure that educational digitization promotes a more just and democratic society.