Technology and “Learning to Teach”


The digital world is a powerful tool for stimulating curiosity, so the aim of this study is to help history teachers use technology available in schools in their lessons. The use of technology in the classroom is paramount. I have noticed that today’s students are more focused on images and less interested in traditional methods.

With the transformation of technology, new social needs have emerged and are reflected in education, raising questions about the role of schools in the face of technology.

These techniques are clearly useful. Virtuality, the technical representation of reality, allows everything to be transformed into an image. Virtual images can visualize mathematical or physical models such as abstract thoughts, designs, concepts, formulas, and demonstrations of phenomena. And what is not in reality, and what is not yet, or even what is not. exist. You can develop thinking, understand complex phenomena and spread knowledge. In this way, virtuality informs us (Libaneo, 2002, p. 111).

The importance of introducing technology into the school environment goes far beyond that. These are employees who are ready to accumulate knowledge in the school where knowledge is created. As Libaneo says, technology benefits all of us because it can bring reality to the classroom. As a result of discussions between educational groups and teachers, the use of technical resources in teaching is obligated.

Digital World

The unlimited use of the Internet has completely changed the way we communicate. The “digital age” can both hinder the work of history teachers and help them: fake news is circulating, which is often brought to classes.

Social networks such as Facebook increase the consumption of this information by allowing it to be shared. This process, known as virusization, can disrupt a teacher’s work. Because teachers should be aware of this issue and warn students about the misuse of past information on the Internet.

After World War II, society changed due to improvements in communication technology. Digital technologies are now permeating many parts of society, even changing how we interact with people through email and social media. There have been social changes that have directly affected the way we work, social relationships, the organization of companies, and even economic relationships.

Over the past 30 years, the rapid development of computers and the Internet, especially in the field of telecommunications, combined with other technological advances, has had a great impact on almost all industries and a wide variety of professional activities. This is not just a technological transformation, but above all a philosophical and behavioral transformation of how people communicate and perceive reality (Carvalho, 2014).

Human use of technology is a new paradigm that is so persistent that it has reached the stage of creating and replicating different ways of thinking, communicating and acting that transform our daily lives. Since schools are social institutions, if not spontaneous ones, they are undergoing such changes due to the development of technology. For example, surveillance cameras are widespread in schools, surveillance cameras are very important and have become indispensable for surveillance and surveillance. security. Some schools have online assessments, including distance learning courses. It passes through computers, mobile phones, tablets and laptops. It is with smartphones that cyberbullying often occurs. Most commonly used to intimidate and slander students and teachers through photos and videos posted on social media. Then you will learn that technology is often misused and that there is no means in schools to prevent such practices.

Today, thanks to the Internet, we can learn about everything that is happening in the world in real time. In this way, we can see what technological progress has brought to society, not to mention that this tool offers challenges such as communication, interactivity and information. Previously, this was only possible through a computer. Now mobile phones have internet and today’s society doesn’t even need to watch TV to get the news. Wherever there is access to the Internet, people can see everything that is happening at the moment.

Technology In The School Environment

History teachers use the textbook as a reference for developing exercises to be used in class with their students. With the advent of the Internet becoming a global epidemic, devices such as mobile phones, smartphones, laptops and tablets are exchanging false news on historical topics. This opens the way to the assimilation of historical knowledge with lies, which makes it difficult for the teacher to work in the classroom. Supplementing the textbook with other sources of information, such as text and images, can be of great help to the class. Textbooks are also investing in digital learning materials (content in various media formats such as research papers, images, articles, videos, and even digital books that are freely available online).

An example of this digital age can be seen when students conduct their research, most often turning to the internet for help with their research. Even with textbooks and libraries, they prefer to browse the Internet because it is “faster to search”. It is often copied and pasted from the Internet, so it has flaws. Hence the importance of preparing students for learning. The school does not have enough computers for students, so some students have this device so they can use their mobile phones. Encouraging students to do research on their smartphones depends on whether schools open up the internet to them. Some people don’t have smartphones, and some do, but they don’t subscribe to data packages.

Even with free internet, there is not enough signal to power a school, so it is important for schools to invest in technical equipment such as computers and internet access for all students. Google has become a great tool for students. Because it is very likely that students will be able to search for what they want. In addition, despite the huge amount of information on the Internet, students cannot use it correctly. Anita Lucchesi, in her book History and Digital Historiography: Opportunities for Dialogue in the New Public Sphere (2013), criticizes the digital age in contemporary historiography, which has been discussed since the mid-20th century.

The author emphasizes his argument in addition to other references to warn how bad digital media is as a subject of historical research. This makes us think about the use of the Internet and shows us that the Internet has taken over history due to the fact that the Internet is a research mechanism with several publications of works on historical topics. She notes that there are cities in the United States where several libraries use this tool. for historical research, and that there are authors who advocate this type of instrument.

During my internship, I noticed that due to fake news and whatsapp threads, students were asking questions about topics their professors were talking about, which made them controversial due to social media comments and youtube videos. Because of this, it becomes clear that more and more questions are being asked in the classroom.

Although ICTs convey information much faster than teachers, the presence of educators is fundamental to the lives of students. The main problem for teachers is how to adapt to these changes. It is very important to think about what education means today, about the role of the teacher in various textual languages, and, in fact, about the role of the teacher in teaching and learning.

It is always useful to remember that the use of technology in education does not guarantee the quality of education and the educational process. Especially if the use of this novelty is reduced, it will not work if teachers do not use technology properly. student education. These are some of the hardest reasons to introduce technology in schools. The introduction of technology into schools should be seen as an educational policy program through which innovative educational practices are implemented that support knowledge construction.

On the other hand, the usefulness of this new technology in the practice of the historian does little in itself for understanding the impact of information technology on the field. In the course of this minor evolution, the excessive individualism that these new technologies give us, and the fragmentation and isolation of our experience, have paid a disproportionate price (Figueiredo, 1997, p. 421).

Aline Fabiana de Barros, in her article “The use of technology in education as a means of learning”, believes that technology is a tool that allows you to make more contributions to education due to the fact that it promotes communication and interaction. In education, educators have moved from a central role to intermediaries, dividing roles and creating knowledge. Students leave their role as recipients and start creating new responses. This space and time is created by technology. In other words, teachers must teach students how to use technology properly.

The need for the use of ICTs in education and society is enormous. Technology is more and more influencing human life as it makes communication more practical, faster and makes research independent.


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