Technology-enabled learning: reflections and possibilities for the educational context

Abstract

Due to the rapid sociocultural changes influenced by the ubiquity of technology in everyday life, various contexts and environments have also been tasked with promoting the adaptation to new available digital tools. The objective, therefore, was to conjecture a panoramic perspective of the relationship between learning and the use of technology, identifying possible applications and projections for the educational context. To this end, a narrative literature review was conducted on studies available in virtual libraries such as Google Scholar, SciELO, IEEE Xplore, and ERIC. It was possible to identify that the use of technology fosters learning in both formal and informal contexts, and through digital literacy, the use of digital space increases autonomy in the learning process. Technology also provides spaces for intersection between theory and practice that, through simulations, breaks down the environmental barriers of the school. Beyond the cognitive articulations of learning, the use of digital tools can favor meaning and motivation within the school context.