Teaching practices mediated by digital technologies and media to promote critical and reflective learning in contemporary schools

Abstract

This article results from a study whose objective is to understand how digital practices affect the development of linguistic skills, especially writing and reading comprehension. Research in this area can help us develop teaching methods that more accurately reflect students’ realities and the demands of the contemporary world. By addressing technologies in the present day, an opportunity is created to discuss, above all, the methodologies used in the classroom with the aim of promoting a modern education.This research also aims to analyze the influence of digital media on textual production and comprehension in the context of High School, considering how digital technologies, social networks, and virtual interaction environments impact students’ reading and writing practices. The methodology used for this research was a bibliographic review. In addition, the approach is qualitative, emphasizing pedagogical practices aimed at developing the linguistic and cognitive skills of young people.This involved an investigation into how the use of social media and digital technologies in education can improve writing and the interpretation of information. The results indicated that the use of social media and digital technologies in education can improve writing and the interpretation of information in several ways, by identifying and supporting updated pedagogical practices that enable a more interactive teaching and learning process for high school students.