Technology influences the way society is organized and generates consequences in different
social segments, such as health, education, economics, among others. Every day new
technologies emerge, such as cell phones, computers, applications, etc., featuring a constant
evolutionary process that naturally introduces itself in the life of man, becoming part of and
interfering in his experiences. Considering the educational technologies as important
instruments for the promotion of classes, this work sought to understand the evolution and use
of educational technological resources of the last thirty years, a time space concomitant with
the Pedagogy course at the Campus of the Federal University of Tocantins in Tocantinópolis.
For this, four methodological research bases were used to collect the data presented here,
characterized as bibliographic research, based on studies by authors such as: Bauman (2001),
Jenkins (2015), Moran (2006), Cardoso (2009), Lopes, Moura and Menezes (2019), Alves
(2020), among others; documentary, in the collection of the Education Memory Center
(CEMED); survey in the Campus Heritage Sector; and field research , through the questionnaire
applied to teachers about the use of educational technologies. The methods used for data
analysis were hypothetical-deductive, deductive, qualitative and quantitative. The results
showed that the evolution of educational technological resources constitutes a constant
movement in which the teacher needs to be able to deal with them; it needs to have at its disposal
supports that allow it to adapt to new emerging technological scenarios to conduct teaching
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