TO BE OR NOT TO BE A TECHNOLOGY TEACHER, THAT IS THE QUESTION!

Abstract

Whether or not to be a technology teacher has been a question for many education professionals, as they realize that we live in a computerized society where technology is increasingly present in people's lives, and schools are also feeling the effects of this evolution. Given this context, some educators advocate "traditional practices" (without technology) and others advocate "technological teaching" (digital). However, teachers need to rethink their teaching methods and recognize that, as the years go by, new techniques, equipment, and teaching resources emerge, driven by technological advances in the school environment. Based on this premise, this research aims to demonstrate how technology teachers can use ICTs as pedagogical tools and have them as a powerful ally in the teaching-learning process. Therefore, to achieve the objective proposed in this study, the critical analysis carried out in this research had the participation of the following authors: Perrenoud (2000), Sacristán (2007), Pinto (2005), Kenski (2008), Souza (2010), Silva (2011), Moran et al. (2013), among others who address this theme. During the research, it was observed that the use of educational technologies can be used as a resource capable of solving potential educational problems, seeking to use them according to the needs of the student, always taking into account the reality in which they live. The study demonstrated technologies as a tool for developing skills and competencies that will be used by students at some point in their lives, but it is important to emphasize that the benefits promoted by ICTs will only be realized if the teacher knows how to use them correctly. Therefore, initial and ongoing training is necessary to provide essential knowledge so that the educator can truly be a "technology teacher."