VIRTUAL PATHWAYS OF LEARNING: OPPORTUNITIES AND RISKS IN THE EDUCATIONAL CONTEXT

Abstract

In a globalized and digital world, uncertainties arise regarding the pedagogical use of technologies, which have no limits of expansion and provide borderless access. This has generated doubts about their adoption in education. The literature gathers articles whose authors present both favorable and unfavorable opinions regarding digital technologies in education, and in both cases, the need for changes in how technologies are approached in the educational context is evident. Even theorists who are in favor do not deny that such technologies pose risks; however, the advantages and benefits are greater and cannot be ignored. In this context, the aim of this paper is to contribute to the understanding that digital literacy is the ideal alternative for dealing with the pros and cons of using digital technologies in educational practice. Bibliographic research provided the necessary support in the search for theories that corroborate this understanding. Formal and informal education must adapt to modernity and provide support for learners. However, the school, due to its pedagogical characteristics, is the most appropriate environment for digital literacy. Informal education does not always follow the essential principles for safe and competent teaching. Literacy taught by properly trained educators, either in physical face-to-face settings or at a distance, becomes a quantitative and qualitative differential in preventing potential risks.