RISCOS E BENEFÍCIOS DO USO DE TECNOLOGIAS NA SALA DE AULA: ATÉ ONDE IR?

This article presents reflections on the risks and benefits of adopting technology in the classroom, considering the different perspectives involved in this process. On one hand, there is growing pressure to integrate schools into the globalized digital world, based on the justification that most contemporary relationships—whether commercial or interpersonal—take place predominantly in the virtual environment. On the other hand, some remain committed to traditional practices and resist change. Additionally, some individuals do not reject technology by choice but due to economic exclusion, as well as those who appear to embrace technological innovations without effectively incorporating them. Regardless of the stance taken, technology is present in practice, discourse, reflection, and aspiration. The COVID-19 pandemic highlighted its importance as an essential tool for maintaining education during a period of social isolation. With school closures, digital platforms, video conferencing, and virtual learning environments became the primary means of accessing knowledge, allowing students and teachers to continue the educational process despite health restrictions. Moreover, the use of technology has intensified debates on digital inclusion, disparities in access to devices and the internet, and the need for teacher training to use these tools effectively. Thus, the pandemic not only accelerated the adoption of educational technologies but also exposed structural and pedagogical challenges that must be addressed to ensure a more equitable and innovative education in the future. In this study, beyond discussing the factors that lead schools to adopt or reject technological resources, we will also examine their limitations and implications.