FROM CHALK TO GOOGLE: A TIMELINE IN EDUCATION

Abstract

This article aimed to analyze the historical and pedagogical evolution of educational technologies, with emphasis on their symbolic and practical role in the school environment. The theme addressed the trajectory that began with stone boards, advanced to the blackboard and the digital whiteboard, and reached contemporary discussions on the metaverse and its implications for the teaching process. The methodology adopted was characterized as bibliographic research, based on the reading, selection, and critical analysis of articles, books, and theses that allowed understanding the transformation of pedagogical resources in different historical periods. The results showed that technology, in its various forms, was not limited to instrumental functions but directly influenced classroom organization, the relationship between teachers and students, and the construction of school memories. It was concluded that although technological innovation expanded the possibilities of interaction and collaboration, limitations related to unequal access and the need for continuous teacher training persisted. Furthermore, it was found that the introduction of new devices did not completely replace previous methods but re-signified them, maintaining a dialogue between permanence and change. Thus, it was highlighted that the future of education requires the articulation between inclusive policies, adequate infrastructure, and the critical use of digital technologies.