Application of digital technologies in the geography teaching process from the teachers’ perspective

O curso de Geografia busca a formação socioeducacional de um profissional crítico, que contribua para a construção da cidadania e enfrentamento das questões problemáticas da sociedade. Assim, são necessárias abordagens de ensino que permitam o desenvolvimento das habilidades e competências necessárias ao perfil ambicionado. O estudo das diversas abordagens do processo de ensino aprendizagem no curso de Licenciatura em Geografia pode fornecer uma perspectiva e estabelecer diretrizes à atuação dos docentes, considerando a individualidade de cada um. Para definir, por meio de pesquisa quali-quantitativa, as abordagens de ensino adotadas pelos professores no curso, o presente estudo se embasou no texto de Mizukami (1986) e constatou o pluralismo destas abordagens entre os sujeitos e em um mesmo sujeito, com predomínio das abordagens humanística e comportamentalista.Palavras-chave: Abordagens de Ensino. Ensino Aprendizagem. Curso de Geografia - Licenciatura.AbstractGeography course aims at majoring critical professionals socially and educationally, contributing thus for the citizen construction tocope with problematic issues facing society. Teaching approaches that enable the development of abilities and necessary competencies for the desired profile of this professional are necessary. The study of several teaching process approaches in Geography – Teaching degree degree program can provide a perspective and develop guidelines to the Professors’ work considering their individuality. To define, through qualitative and quantitative research, teaching approaches adopted by Professors in the course, this study was based in the text Mizukami (1986) and found the pluralism of these approaches among the subjects and in the same subject, prevailing humanistic and behavioral approaches.Keywords: Teaching Approaches. Teaching and Learning. Geography Program – Teaching Degree.

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Potencialidades da ferramenta Google My Maps para o ensino de geografia em Portugal (Google My Maps tool for teaching geography in Portugal)

Revista Eletrônica de Educação ◽

10.14244/198271993776 ◽

2020 ◽

Vol 14 ◽

pp. 3776013

Author(s):

Luiz Martins Junior ◽

Rosa Elisabete Militz Wypyczynski Martins ◽

Marcia Vidal Candido Frozza

Keyword(s):

Collaborative Research ◽

School Context ◽

Digital Technologies ◽

Sao Paulo ◽

Google Earth ◽

São Paulo ◽

Porto Alegre ◽

School Students ◽

Doctoral Research ◽

Geography Teaching

This article is an offshoot of a doctoral research on digital technologies, focusing on the use of the Google My Maps tool in the teaching of Geography, which was carried out in a practice that focused on the construction of maps on the cartography of Portugal, conceived in a perspective of a qualitative collaborative research involving twenty-eight secondary school students from a public school in Carcavelos - Portugal, in 2018. In general, the organization of this practice indicated that this tool has a good didactic potential and has versatility of use to develop the main notions of school cartography and contents about the Geography of Portugal. In addition, the importance of the use of technologies in the school context was emphasized, which enhances the use of new languages and approaches to teach and learn Geography.Resumo Esse artigo é um desdobramento de uma pesquisa de doutorado sobre a temática tecnologias digitais, concentrada na utilização da ferramenta Google My Maps no ensino de Geografia que se efetivou em uma prática que teve como foco a construção de mapas sobre a cartografia de Portugal, concebida numa perspectiva de investigação qualitativa de natureza colaborativa, envolvendo vinte e oitos estudantes do ensino secundário de uma escola pública de Carcavelos – Portugal, em 2018. Em linhas gerais, a organização desta prática indicou que esta ferramenta tem um bom potencial didático e apresenta versatilidade de uso para desenvolver as noções principais da cartografia escolar e conteúdos sobre a Geografia de Portugal. Ademais, ficou evidenciada a importância do uso das tecnologias no contexto escolar que potencializa o uso de novas linguagens e abordagens para ensinar e aprender Geografia.Palavras-chave: Ensino de geografia, Tecnologias digitais, Práticas Pedagógicas.Keywords: Geography teaching, Digital technologies, Pedagogical practices.ReferencesADRIÃO, Daniel. Um novo paradigma educativo para Portugal no século XXI. Editora: Educanologu, 2018. ALMEIDA, Maria Elizabeth Bianconcini; VALENTE, José. Armando. Tecnologias e Currículo: trajetórias convergentes ou divergentes? São Paulo: Paulus, 2011.CAVALCANTI, Lana de Souza; SOUZA, Vanilton Camilo de. A pesquisa colaborativa na formação de professores de Geografia e seus desdobramentos no ensino. In: MARTINS, Rosa Elisabete Militz Wypyczynki (Org.). Ensino de Geografia no contemporâneo: experiências e desafios. Santa Cruz do Sul: EDUNISC, 2014.CLAUDINO, Sergio; SPINELLI, Flavia. Educación geográfica y ciudadanía: un abordaje reflexivo. In: MIGUEL GONZÁLEZ, Rafael; LÁZARO Y TORRES; GAITE, María Jesus Marrón. (Eds.). La educación geográfica digital. Zaragoza: Grupo de Didáctica de la Geografía de la Asociación de Geógrafos Españoles y Universidad de Zaragoza, 2012. p. 49-58.COSTA, Fernando Albuquerque. Tecnologias em Educação – um século à procura de uma identidade. In: COSTA, Fernando Albuquerque et al. (Org.). As TIC na Educação em Portugal: concepções e práticas. Porto: Porto Editora, 2007.FAVA, Rui. Educação para o século XXI: a era do indivíduo digital. São Paulo: Saraiva, 2014.FLICK, Uwe. Introdução à pesquisa qualitativa. 3. ed. Porto Alegre: Artmed, 2009.GIORDANI, Ana Claudia et al. Tecnologias de informação e comunicação disponíveis no ciberespeaço para ensinar e aprender geografia. In: GIORDANI, Ana Claudia et al. (Orgs.) Aprender geografia: a vivência como metodologia. Porto Alegre: Evangraf, 2014.GÓMEZ, Àngel Pérez. Educação na era digital: a escola educativa. Porto Alegre: Penso, 2015.IBIAPINA, Ivana Maria Lopes de Melo. Pesquisa colaborativa: investigação, formação e produção do conhecimento. São Paulo: Liber Libros, 2008.JONASSEN, David H. Computadores, ferramentas cognitivas: desenvovler o pensamento crítico nas escolas. Tradutor: Ana Rosa Gonçalves, Sandra Fradão, Maria Francisca Soares. Porto: Porto Editora, 2007. LUQUE, Ricardo Manuel. El uso de la cartografía y la imagen digital como recurso didáctico en la enseñanza secundaria. Algunas precisiones en torno a Google Earth. Boletín de la Asociación de Geógrafos Españoles, n. 55, p. 183-210, 2011.PORTUGAL, Programa Curricular do Ensino Secundário. Secretaria da Educação básica. Portugal: Ministério da Educação/Direção geral da Educação, 2017.SILVA, Marco; CLARO, Tatiana. A docência online e a pedagogia da transmissão. Boletim Técnico do SENAC, Revista Educação, v. 33, p. 81-89, 2007. Disponível em <http://www.academia.edu/4975684/A_DOC%C3%8ANCIA_ONLINE_E_A_PEDAGO GIA_DA_TRANSMISS%C3%83O> Acesso em 10 nov. 2019.TONINI, Ivaine Maria. Movimentando-se pela Web 2.0 para ensinar Geografia. In: CASTROGIOVANNI, A. C.; TONINI, Ivaine Maria; KAERCHER, Nestor; COSTELLA, Roselane Zordan. (Org.). Movimentos no ensinar Geografia. Porto Alegre: Compasso, Lugar-cultura/Imprensa Livre, 2013.TONINI, Ivaine Maria. Os meios de comunicação, tecnologias digitais e práticas escolares de Geografia. Revista da Faculdade Santo Agostinho, 2014.TONINI, Ivaine Maria; KAERCHER, Nestor, GIORDANI, Ana Claudia Carvalho, CASTROGIOVANNI, Antônio Carlos; COSTELLA, Roselane Zordan. Aprender a ensinar Geografia: a vivência como metodologia. Porto Alegre: Evangraf, 2014.e3776013

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Possibilities of computer application in modern geography teaching process

Glasnik srpskog geografskog drustva ◽

10.2298/gsgd0901139i ◽

2009 ◽

Vol 89 (1) ◽

pp. 139-151

Author(s):

Andjelija Ivkov-Dzigurski ◽

Ljubica Ivanovic ◽

Milana Pasic

Keyword(s):

Maximum Activity ◽

Computer Application ◽

Teaching Process ◽

Geography Teaching ◽

Contemporary Science ◽

Modern Geography ◽

Nature And Society ◽

Independent Work ◽

Good Organization

Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.

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PENSAMENTO ESPACIAL E PENSAMENTO GEOGRÁFICO:

Revista Brasileira de Educação em Geografia ◽

10.46789/edugeo.v10i20.823 ◽

2020 ◽

Vol 10 (20) ◽

pp. 28-48

Author(s):

Matheus Feliciano dos Reis

Keyword(s):

Concept Learning ◽

Social Practice ◽

Historical Materialism ◽

Spatial Thinking ◽

Teaching Process ◽

Geographical Analysis ◽

Social Purpose ◽

Geography Teaching ◽

Scientific Identity

Este artigo tem como centralidade a discussão do ensino de Geografia e da função ou prática social que daí se objetiva. Destarte, exploramos que tal prática social resulta de um processo de ensino-aprendizagem que tem o pensamento espacial e o pensamento geográfico como entes distintos mas interligados. Asseguradas as distinções entre ambos, tomamos a ordem constitutiva desses pensamentos como uma associação elementar entre o desenvolvimento intelectual e a prática social geográfica. Com base na psicologia histórico-cultural e na dialética materialista-histórica, exploramos como a leitura geográfica guarda na formação conceitual sobre as espacialidades a ensinagem de sua identidade científica, assim como a possibilidade de transformação da realidade analisada por parte dos sujeitos-alunos. PALAVRAS-CHAVE Pensamento espacial, Pensamento geográfico, Espacialidade, Formação de conceitos, Ensino de geografia. SPATIAL THINKING AND GEOGRAPHICAL THINKING: from concept learning to geographical social practice ABSTRACT This paper argues about Geography teaching and the perspective of a social practice or social purpose related to it. Thus, such practice is explored as stemming from a teaching process in which spatial thinking and geographical thinking are conceived as distinct but intertwined entities. Therefore, the constitutive order of these thoughts is comprehended by the relation between intelectual development and the geographical-social practice. Based on cultural-historical psychology and dialectical and historical materialism, we ensue to explore how the geographical analysis observes in concept learning of spatiality its own scientific identity just as the possibility of transformation of analyzed reality by the schooler-subjects. KEYWORDS Spatial thinking, Geographical thinking, Spatiality, Concept learning, Geography teaching.

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INTEGRATING DIGITAL TECHNOLOGIES INTO TEACHING PROCESS

TEME ◽

10.22190/teme1804219n ◽

2019 ◽

pp. 1219 ◽

Cited By ~ 2

Author(s):

Biljana Novković Cvetković ◽

Dragana Stanojević

Keyword(s):

Digital Literacy ◽

Digital Technologies ◽

Simple Random Sample ◽

Successful Implementation ◽

Teaching Process ◽

Primary School Teachers ◽

Digital Competencies ◽

Teachers Attitudes ◽

Technological World ◽

E Mail

This paper wishes to highlight great significance of digital technologies that should be implemented to the highest extent possible in the teaching process. Digital literacy and digital competencies in today's highly developed technological world have been recognized as important aspects for the successful implementation of digital technologies in the teaching process. With this in mind, in this paper we tried to answer the questions as to for what purposes teachers use digital technologies the most and how interested the teachers are for the use of digital technologies. The conclusion is that teachers are highly interested in the application of digital technologies in teaching. Out of all the listed items, the teachers mostly used the Internet-based content and Correspondence by e-mail in their work. The research was based on a descriptive investigative method. Surveys and scaling techniques for measuring teachers' attitudes were used. The present research was carried out between March and April 2017.The basic cohort in this research comprised 276 primary school teachers in the cities of Vranje and Nis. The nature of a sample is that of a stratified simple random sample.

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Teaching football-players the techniques of dribbling and stroke using digital technologies in terms of interactive training complex

BIO Web of Conferences ◽

10.1051/bioconf/20202600044 ◽

2020 ◽

Vol 26 ◽

pp. 00044

Author(s):

Vladimir Afonshin ◽

Gerold Drandrov ◽

Vladimir Burtsev ◽

Mikhail Polevchikov

Keyword(s):

Functional State ◽

Process Development ◽

Research Work ◽

Digital Technologies ◽

Information Environment ◽

Football Players ◽

Teaching Process ◽

Training Activity ◽

Interactive Training ◽

Training Exercises

Russian football players are inferior to football players from the leading European clubs in the level of dribbling and stroke mastering techniques. This drawback overcoming demands scientific search for the ways of teaching process development, taking into consideration modern achievements in the sphere of digital technologies. The aim of the research work is to create the methodology of teaching young football players the technique of dribbling and stroke using digital technologies. They are realized on the basis of an interactive training complex (ITC). The work presents the description of created by us ITC. It provides the following: an active polymedia information environment creation, which defines the direction and speed of an athlete’s movements with the ball and without a ball at a training ground; an athlete’s functional state characteristics and the training activity parameters registration. We created the methodology of ITC use. It includes the amount of new training exercises and the ways of the training activity organization. We present the results of testing the methodology. They prove its practical effectiveness. It is conditioned by the opportunities in the methodology: realization of methodical techniques of repeated, adjacent, closed up, contrast and variative tasks; control over the process and results of the training tasks fulfillment; regulating the difficulty of the tasks; training tasks fulfillment organization in terms of competitive method.

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CONSIDERAÇÕES TEÓRICO-CONCEITUAIS SOBRE OS CERRADOS: PERSPECTICAS E REFLEXOES NO ENSINO DE GEOGRAFIA / THEORETICAL AND CONCEPTUAL CONCERNS ABOUT THE CERRADOS: PERSPECTIVES AND REFLEXIONS BY GEOGRAPHY TEACHING

Geographia Meridionalis ◽

10.15210/gm.v3i2.11871 ◽

2017 ◽

Vol 3 (2) ◽

pp. 180

Author(s):

Magno Emerson Barbosa ◽

Daniel Mallmann Vallerius

Keyword(s):

Agricultural Production ◽

Spatial Dynamics ◽

Geography Education ◽

Cultural Relations ◽

Teaching Process ◽

Geography Teaching ◽

Conceptual Structures

Os processos ocorridos nos Cerrados, principalmente com o desenvolvimento de técnicas e tecnologias para a produção agrícola na década de 1970, desencadearam enormes transformações em suas paisagens, nas relações socioeconômicas, políticas e culturais, agregando complexidades na configuração de seu ambiente. São a partir destas transformações que o presente artigo dedica suas reflexões, na perspectiva de discutir estruturas teórico-conceituais que dialogam com maior amplitude sobre as dinâmicas espaciais desencadeadas nos Cerrados, em relação às formas e composições mais efetivas para o processo de ensino e aprendizagem de Geografia. No mesmo sentido, tem o intuito de contribuir com uma abordagem mais totalizante dos Cerrados sob o prisma conceitual e de suas implicações na Educação Geográfica, bem como, inicia uma reflexão acerca da abordagem deste assunto dentro desta.ABSTRACTThe process that taking place in the Cerrados, specially by the development of techniques and Technologies to the agricultural production on 1970s, triggered a huge transformations in their landscapes, on socioeconomic and cultural relations, adding an intense complexity in his environment. This article dedicate reflexions from this transformations, by the perspective to discuss Theoretical and conceptual structures that speaks with a higher range about the spatial dynamics launched in the Cerrados, in relation with the more effective ways and possibilities to bring this to the geography teaching process. In the same way, has the inttention to contribute in a more totalizing Cerrado’s approach by a conceptual view and their implications on the Geography teaching, as well as starts some reflexions about the approach of this theme by this last one.Keywords: Cerrados; concepts; socioenvironmental transformations; Geography education

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