FROM THE BOARD TO THE CLOUD: THE REINVENTION AND RE-ENCHANTMENT OF TEACHING IN THE AGE OF DIGITAL TECHNOLOGIES

Abstract

Between the chalkboard and the digital cloud lies a path of crossing and reinvention. Teaching, once centered on the board and chalk, now unfolds across multiple screens, platforms, and languages. Yet more than a change of tools, we are living a transformation of meaning. Teaching in digital times requires recovering the human essence of the educational act, rebuilding bonds, affection, and significance in a context where technology does not replace the teacher, but invites them to rediscover enchantment in their own craft. The study highlights the evolution of teaching practice, marked by the transition from the traditional environment - anchored in chalkboards, chalk, and printed materials - to immersion in the Digital Era, where content management is carried out through virtual platforms and cloud computing solutions (metaphorically, from the board to the cloud). This transformation demands a redefinition of the teacher’s role and, consequently, calls for strategies that foster professional re-enchantment. In this scenario, the guiding research question is: How does the transition from an analog teaching environment (the board) to a digital one (the cloud) impact teachers’ work, and which strategies are effective for promoting professional re-enchantment and reinvention in the face of the challenges posed by the incorporation of Digital Educational Resources (DERs)? The general objective is to analyze the evolution of teachers’ professional trajectories and to identify pathways and strategies for rekindling their engagement with teaching in the Digital Era, focusing on overcoming the challenges imposed by the integration of DERs.This is a literature review study aimed at systematizing and analyzing the scientific knowledge already produced on the topic. The review was conducted through searches for scientific articles, theses, dissertations, and books published in recognized databases in the field of Education and Technology, such as SciELO, Google Scholar, and the CAPES Theses and Dissertations Repository. The selected studies were limited to publications from the last ten years (2015–2025), ensuring the relevance of the discussion on digital integration in the post-pandemic context. The study identified the need to improve digital literacy, the overload associated with creating digital educational resources, and the challenges of managing student engagement in hyperconnected environments. In contrast, it demonstrated that technology can act as a powerful catalyst for re-enchantment by enabling personalized teaching, fostering collaboration, and elevating the teacher to the role of curator and designer of meaningful learning experiences.