Students Want Digital. Teachers, Not So Much

Contemporary society is strongly marked by the transformations provoked by the new digital technologies (CASTELLS, 2003). However, as far as education is concerned, the same transformation is not observed. We have as objectives: (i) to understand how the use of new digital technologies influences the teaching-learning process; (ii) to analyze how to overcome barriers and conflicts between generations in the classroom considering the teacher as a digital immigrant and the student as a native digital; (iii) to understand how schools and teachers are preparing for the need to incorporate new digital tools into educational processes. Our theoretical foundation is based on the researches of PRENSKY (2010, 2012), GEE (2009), MATTAR (2010), COELHO (2011, 2012) and PAULA & VALENTE (2016), that share the conception that the education systems are not yet ready for the challenges of the digital universe. Our methodology is bibliographical (GIL, 2012), since, based on the presented references, we seek to understand how the phenomenon of teaching and learning is found in contemporary society facing the challenges of technological transformations. As a result, we hope that this study will contribute to the education researchers regarding the possible gains in teaching quality through the use of digital technologies.