USE OF TECHNOLOGIES IN EDUCATION: A CRITICAL VIEW Marize Lyra Silva Passos
Introduction
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t is evident that technology is widely used in various sectors of society, especially professional life, but its use has not yet been widely applied to education (EU, 2013). When talking about the use of technology in education, what first comes to most people’s minds is the use of digital resources, especially digital resources that are supported by the Internet. But the term technology is much broader than that. The term technology has its etymological origin from the Greek terms tekhno (art, craft, industry, science) and logía (language, proposition). And according to the Michaelis dictionary (2020, online) it means “A set of processes, methods, techniques and tools relating to art, industry, education, etc.” or it can also mean “Technical and scientific knowledge and its applications to a particular field”. 21st century learning requires the ability to use technology. For this reason, in this chapter, emphasis will be given to the use of technology in education and, in particular, technology associated with the use of digital resources and digital competences, which are fundamental components for the promotion of full education. For, a student who is not connected and cannot deal with the digital
