Media in the classroom

progress or setbacks?

Abstract

There is no denying the presence of technological and communication advances in contemporary society, making it essential to explore these resources positively, especially in the school environment, to enhance the teaching-learning process at all educational levels. This article aimed to analyze how media can improve teacher-student communication and foster advances in the teaching-learning process. To achieve this objective, a bibliographic study was conducted using an exploratory approach and qualitative analysis. The findings indicate that the mere availability of technological resources in schools is insufficient to improve teaching and learning. Instead, both teachers and students must possess the knowledge and skills necessary to use these tools effectively, employing technology to motivate and engage learners through creative and critical educational practices. The theoretical analysis also demonstrates that Information and Communication Technologies (ICTs) and media can significantly enhance both the teaching-learning process and teacher-student communication, provided that users have access to these resources and are able to apply them appropriately, overcoming methodological and pedagogical paradigms while fostering an environment conducive to technological innovation and knowledge development. Therefore, media represent educational progress only when they effectively support learning; otherwise, they may contribute to setbacks by encouraging the inappropriate use of technology in ways that hinder the learning process.