The school, as a social institution, must welcome and introduce new technologies to promote the teaching-learning process, allowing the learner to acquire holistic knowledge about various objects. Despite the relevance of educational technologies in the children's school environment, there is still a gap in the perspective of the use of the tools based on scientific evidence. This study aims to know the production and trends of research on the use of technological tools in the school context for children, in order to ascertain the possibilities for the cognitive development of these individuals. It is a systematic review with bibliometric analysis, of qualitativequantitative nature developed from secondary and tertiary sources available on a virtual basis. The data collection was performed in two stages: 1. Systematic review and bibliometric analysis. Qualitative data regarding characterization, methodological quality and focus approached were presented through tables. The data referring to the bibliometric indicators were analyzed through descriptive statistical analysis and expressed as frequency distributions. The data were tabulated in the Excel for Windows® 2010 program and analyzed statistically from the Statistical Package for the Social Sciences® (SPSS), version 13.0. The systematic review in the databases gave rise to a total of 7,028 publications, selected as final sampling, for the respective study, 7 scientific articles. The studies were in Portuguese, 57.1% were available in Scopus; 42.9% were published in the Free Text and 71.4% in journals with qualis B2, in the interdisciplinary areas, or education, or health. Almost 2/3 of the sample had evidence level 6 (71.4%) and 28.57% grade 4, 57.1% of the studies had very low methodological quality, the mean annual impact factor of the studies was 0.174 ± 0.272 and the mean impact of the last 5 years of the studies was 0,400 ± 0,661. The articles used, for children, independent of the group (healthy or not), digital technological tools to improve cognitive development, motor, communication and learning. The most widely used technology is digital tools (57.1%) in various forms, such as applications, digital books, computers and software. The skills worked through use and technology, the most frequent was cognitive development (85.7%). The technological tools used in childhood present more possibilities than fragilities, being several scenarios of current Brazilian scientific production