scholarly journals Revisão sistemática sobre letramento digital na formação de professores

2019 ◽  
Vol 12 (3) ◽  
pp. 128-143
Author(s):  
Késsia Mileny De Paulo Moura
Keyword(s):  
Systematic Review ◽  
Student Teachers ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Social Dynamics ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication

RESUMO: Pesquisar a inserção das tecnologias digitais da informação e comunicação nos contextos formativos envolve problematizar as percepções, apropriações e significações de professores e alunos sobre a questão. Este texto buscou identificar as produções científicas brasileiras (teses e dissertações) a respeito do letramento digital na formação de professores, realizadas entre os anos de 2010 a 2018. Utilizamos a revisão sistemática como procedimento metodológico, com o auxílio do software Parsifal. Pontuamos as seguintes equações para verificar nos trabalhos: quais objetivos de pesquisa essas produções revelam? Que perspectivas de letramento digital e quais procedimentos e instrumentos metodológicos os pesquisadores adotaram? Quais resultados dos processos de letramento digital trabalhados na formação de professores foram revelados? Como resultados, validamos 37 trabalhos, que apontam as configurações das propostas de formação com usos das tecnologias digitais que procuram responder às novas dinâmicas sociais para as quais os alunos-professores precisam estar aptos. De acordo com as pesquisas encontradas, os cursos de formação inicial ou continuada têm inserido as tecnologias digitais em suas práticas, mas as possibilidades de usos ainda são muitas. PALAVRAS-CHAVE: letramento digital; formação de professores; revisão sistemática.   ABSTRACT: Researching the insertion of digital information and communication technologies in the formative contexts involves problematizing teachers and students’ perceptions, appropriations and meanings about the issue. This text sought to identify the Brazilian scientific productions (theses and dissertations) regarding digital literacy in teacher education, between the years 2010 to 2018. We used the systematic review as a methodological procedure, with the help of the Parsifal software. We scored the following equations to verify the work: which research objectives do these productions reveal? What perspectives of digital literacy and what procedures and methodological instruments did the researchers adopt? What results of the digital literacy processes worked on in the training of teachers were revealed? As results, we validated 37 works, which point out the settings of training proposals with uses of digital technologies that seek to respond to the new social dynamics that student-teachers need to be able to. According to the research works found, the initial or continued training courses have lent themselves to insert the digital technologies, but the possibilities of uses are still many. KEYWORDS: digital literacy; teacher training; systematic review.

The Pedagogy That Makes the Students Act Collaboratively and Open Educational Practices

2020 ◽  
pp. 34-54
Author(s):  
Ana Nobre
Keyword(s):  
Web 2.0 ◽  
Information And Communication Technologies ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Digital Information ◽  
Teachers And Students ◽  
Open Educational Practices ◽  
Information And Communication ◽  
New Challenges ◽  
Collective Construction

Web 2.0 has transformed the way people interact in the internet, creating new challenges to the production and sharing of information and knowledge. This need is also felt in the educational context, as teachers have to adapt their strategies and methodologies to the digital information and communication technologies in order to take advantage of the tools of collaborative work. To stimulate discussion and fomentation of pedagogical use of DICT, the authors present in this chapter the experience of collective construction of teaching materials that involved the blog as a tool, which allows relational connectivity, hypertextuality, and interactivity between subjects of synchronous and/or asynchronous mode. The study is exploratory and documental in nature, which include the areas of studies on ICT, Web 2.0, and blog use by teachers and students.

scholarly journals Uma Análise de Pesquisas Desenvolvidas no Paraná Sobre o Uso de Tecnologias Digitais no Ensino de Matemática

2019 ◽  
Vol 20 (1) ◽  
pp. 37
Author(s):  
Fabiane Christine Gimenes ◽  
Eliane Maria de Oliveira Araman
Keyword(s):  
Information And Communication Technologies ◽  
Graduate Programs ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Objects ◽  
Digital Information ◽  
Technical Problems ◽  
Information And Communication ◽  
Teaching Of Mathematics ◽  
Theses And Dissertations

As inovações tecnológicas acontecem a todo o momento e a presença destas tecnologias, em sala de aula, já vem sendo estudada há um bom tempo. Por isso, o objetivo deste trabalho é apresentar um mapeamento de teses e de dissertações defendidas nos Programas de Pós-graduação do Estado do Paraná, cuja temática se refere ao uso de Tecnologias Digitais de Informação e Comunicação, no ensino de Matemática. Para encontrar os Programas de Pós-graduação desejados foi utilizada a plataforma Sucupira, na qual foram encontrados 19 Programas de Pós-graduação, e por meio de pesquisa em banco de teses e de dissertações de cada um se obtiveram 16 trabalhos referentes ao uso de Tecnologias Digitais de Informação e Comunicação no ensino de Matemática. Neste artigo foi realizada a análise dos trabalhos encontrados entre os anos de 2004 a 2015. As teses e dissertações foram agrupadas em quatro categorias: Lousa Digital; Formação Docente; Softwares e Objetos de Aprendizagem; Modelagem Matemática e Tecnologias Digitais de Informação e Comunicação. A análise permitiu uma reflexão sobre o uso das Tecnologias Digitais em várias perspectivas. Além de conhecer algumas de suas potencialidades, como a interação entre a tecnologia, os alunos e o professor, proporcionando um ambiente motivador para o aluno, pode-se perceber as dificuldades apresentadas pelos professores para a sua utilização em sala de aula. Algumas destas dificuldades são os problemas técnicos dos equipamentos, a falta de manutenção dos mesmos e da formação docente adequada para a utilização destas tecnologias. Palavras-chave: Educação Matemática. Tecnologias Digitais da Informação e Comunicação. Ensino de Matemática.AbstractThe technological innovations happen all the time and the presence of these technologies in the classroom has been studied for a long time. Therefore, the objective of this work is to present a mapping of theses and dissertations defended in the graduate  programs of  Paraná state, whose thematic refers to the use of Digital Technologies of Information and Communication in the teaching of mathematics. In order to find the desired graduate programs, Sucupira platform was used where 19 graduate programs were found. Through research in the theses and dissertations bank of each one, 16 studies were obtained referring to the use of Digital Information and Communication Technologies in the teaching of mathematics. In this paper, the analysis of the works found between the years  2004 and 2015 was carried out. The theses and dissertations were grouped into four categories: Digital Board; Teacher’s Training; Softwares and Learning Objects; Mathematical Modeling and Digital Technologies of Information and Communication. The analysis allowed a reflection on the use of Digital Technologies in various perspectives. Besides knowing some of their  potentialities, such as the interaction between technology, students and teacher, providing a motivating environment for the student, one can perceive the difficulties presented by the teachers for their use in the classroom. Some of these difficulties are the technical problems of the equipment, as well as the lack of maintenance and adequate teacher’s training for the use of these technologies.Keywords: Mathematics Education. Digital Information and Communication Technologies. Teaching Mathematics.

scholarly journals TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO E AS METODOLOGIAS ATIVAS: ELEMENTOS PARA O TRABALHO DOCENTE NO ENSINO SUPERIOR

2018 ◽  
Vol 3 (2) ◽  
pp. 798-812
Author(s):  
Priscila Miranda de Carvalho Coletto ◽  
Okçana Battini ◽  
Edenar Monteiro
Keyword(s):  
Nursing Education ◽  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nursing Course

Resumo: A utilização da Tecnologias Digitais de Informação e Comunicação (TDICs) e das metodologias ativas no espaço universitário apontam para uma nova forma de estabelecer o trabalho e papel dos professores e alunos no processo de ensino aprendizagem. Nesse sentido, esse artigo traz os resultados de uma pesquisa que teve como objetivo compreender a percepção dos docentes do curso de Enfermagem sobre a utilização das TDICs como elementos mediadores da aprendizagem. Trata-se de uma pesquisa de caráter qualitativo realizada por meio estudo de caso com 6 professores do curso de Enfermagem de uma universidade privada do estado de Goiás. A incorporação das ferramentas tecnológica tende a uma prática pedagógica mais enriquecedora, potencializando a interação e integração bem como a capacidade de compreensão dos conhecimentos, por parte de professores e alunos. Na área de Enfermagem, grandes esforços têm sido realizados com a finalidade de extrair maiores benefícios da utilização das TDICs para obter e/ou garantir um grau maior de qualidade no Ensino. Diante disso permitiu apontar que o ensino de enfermagem mediado pelo uso das TDICs configura-se um desafio exigindo dos alunos, docentes e instituições de ensino superior mudanças na postura frente ao processo educacional.Palavras-chave: Tecnologias Digitais de Informação e Comunicação. Ensino de Enfermagem. Trabalho Docente. Formação de Professores. Abstract: The use of Digital Information and Communication Technologies TDICs and the active methodologies in the university space point to a new way of establishing the work and role of teachers and students in the process of teaching learning. In this sense, this research aimed to understand the perception of teachers of the Nursing course on the use of TDICs as mediators of learning. It is a qualitative research carried out through a bibliographical survey and case study with 6 teachers of the Nursing course of a Private University of the State of Goiás. The incorporation of technological tools tends to a more enriching pedagogical practice, interaction and integration as well as the ability to understand the knowledge, by teachers and students. In the Nursing area, great efforts have been made to extract greater benefits from the use of the TDICs to obtain and / or guarantee a higher degree of quality in the Teaching. Given this, it was possible to point out that nursing education mediated by the use of TDICs is a challenge requiring students, teachers and institutions of higher education changes in the posture in front of the educational process.Keywords: Digital Information and Communication Technologies. Nursing education. Teaching Work. Teacher training.

scholarly journals Digital literacy: The quest of an inclusive definition

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
James K. Njenga
Keyword(s):  
Economic Development ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Economic Competition ◽  
Related Information ◽  
The Social ◽  
Socio Economic Development ◽  
Information And Communication

Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies’ benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shaped and focused more on understanding how digital literacy impacts the poor and marginalised, especially in looking at the socio-economic welfare of these marginalised sections of the society. This article discusses digital literacy by firstly looking at the shortcomings of the available definitions and approaches and then recommends a socio-economic development-orientated definition. The article brings to the fore the most critical digital literacy issues for socio-economic development. These issues are important; they ensure that digital literacy is not viewed in isolation, but rather in terms of its outcomes and consequences, especially with regard to socio-economic development.

scholarly journals Specifics of information and communication developments in education: Analysis of value changes before and after 2020 (A critical review)

2021 ◽  
Vol 11 (6) ◽  
pp. 96-119
Author(s):  
Yury Viktorovich Pushkarev ◽  
◽  
Elena Aleksandrovna Pushkareva ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Critical Review ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Value Orientations ◽  
Digital Information ◽  
Scholarly Community ◽  
Educational Changes ◽  
Before And After ◽  
Information And Communication

Introduction. The study examines the ambiguous attitude of the scholarly community to the changes occurring in the education system, in general, and to the use of digital technologies within education, in particular. The aim of this study is to reveal the specifics of the educational changes on the basis of a critical review of research investigations, analysis of value factors determining the problems of integration of digital information and communication technologies in education before and after the COVID-19 pandemic. Materials and Methods. The research methodology includes the analysis and generalization of international and Russian refereed research literature investigating the problems of information developments of society, virtualization of cognitive processes and the development of education. Results. The research findings indicate the specificity of highly critical attitudes of the scholarly community to the use of digital technologies in education and to the current outcomes of the use of the virtual environment in the educational process. The authors emphasize that, in contrast to the situation of the previous stage, there is a particularly pronounced mediated nature of communication in the virtual space, which, as a consequence, determines the possibility of losing a range of informative elements in the process of communicative exchange. In this regard, the focus of the study is on the issues of formative assessment and feedback in the process of virtual communication in education. The authors clarify and define modern educational changes. They argue that virtualization in modern educational practice is the most important factor influencing, first of all, value orientations of the individual. The content of value orientations is changing as well. Values are being re-estimated; attention is focused on the values of safety and health. In this concern, the main attention is shifted to the following issues: the influence of digital learning on the functional body responses, the safety of educational interaction, individuals’ adaptation to altered conditions, and formation of adaptive developmental mechanisms. Conclusions. In conclusion, the authors summarize the main characteristic features and value factors which determine the problems of integration of digital information and communication technologies in education.

scholarly journals TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO COMO RECURSO DE MEDIAÇÃO PEDAGÓGICA

2019 ◽  
Vol 5 (4) ◽  
pp. 613-633
Author(s):  
Marluce Evangelista Carvalho Zacariotti ◽  
José Luis dos Santos Sousa
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Field Research ◽  
Communication Technologies ◽  
Digital Information ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication

A pesquisa buscou diagnosticar a realidade das escolas públicas de Grajaú, Maranhão, quanto ao uso das tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências. O objetivo foi levantar como as TDIC estão sendo utilizadas nas escolas, pelos professores de Ciências. Realizou-se uma pesquisa bibliográfica e de campo, tendo como sujeitos professores de Ciências e alunos. Aplicou-se um questionário para diagnosticar a realidade das escolas quanto ao uso das TDIC. Concluiu-se que a utilização das TDIC no local pesquisado precisa ser mais explorada e que o professor ainda não está preparado para aproveitar as tecnologias como fator de aprimoramento do processo de ensino e de aprendizagem.   PALAVRAS-CHAVE: Professores; alunos; escola; Tecnologias Digitais de Informação e Comunicação.     ABSTRACT The research sought to diagnose the reality of public schools in Grajaú, Maranhão, regarding the use of digital information and communication technologies (TDIC). The goal was to get to know how the TDICs are being used in schools by the science teachers. A bibliographical and field research was carried out, having as subjects science teachers and students. A questionnaire was applied to diagnose the reality of schools as regards the use of TDICs. It was concluded that the use of TDICs in the researched area needs to be further explored and that the teacher is not yet ready to take advantage of technologies as a factor to improve the teaching and learning process. KEYWORDS: Teachers; students; school; Digital Information and Communication Technologies.     RESUMEN La investigación buscó diagnosticar la realidad de las escuelas públicas de Grajaú, Maranhão, en cuanto al uso de las tecnologías digitales de información y comunicación (TDIC). El objetivo fue conocer como las TDIC están siendo utilizadas en las escuelas, por los profesores de Ciencias. Se realizó una investigación bibliográfica y de campo, teniendo como sujetos profesores de Ciencias y alumnos. Se aplicó un cuestionario para diagnosticar la realidad de las escuelas en cuanto al uso de las TDIC. Se concluyó que la utilización de las TDIC en el local investigado necesita ser más explotada y que el profesor todavía no está preparado para aprovechar las tecnologías como factor de perfeccionamiento del proceso de enseñanza y de aprendizaje.   PALABRAS CLAVE: Profesores; alumnos; escuela; Tecnologías Digitales de Información y Comunicación.

scholarly journals Tecnologias digitais no ensino superior a distância: mapeamento de posse e utilização pelos tutores na Universidade Pedagógica de Moçambique

2018 ◽  
Vol 11 (4) ◽  
pp. 613
Author(s):  
Dionísio Luís Tumbo
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Basic Education ◽  
Communication Technologies ◽  
Digital Information ◽  
Geographically Dispersed ◽  
Information And Communication ◽  
Primary Division

Today the human being assumes a nomadic position in a ubiquitous society. It inhabits at the same time hyperspaces, characterized by the fluidity of communication mediated by emerging technologies of fast connection to the wireless networks, which contribute to interaction between people from both town and the small and little known village, even in the condition of displacement and ubiquity. The communicational ecologies in fluid spaces in hypermobility are a relevant aspect for the pedagogical use of Digital Information and Communication Technologies (DICT) in Distance Education (DE) since pedagogical actors, although geographically dispersed, can interact with each other. This study focuses mainly on the mapping and description of the pedagogical use of DICTs by the specialized tutors of the courses taught at EaD at the Pedagogical University of Mozambique - Delegation of Niassa (UPNI). For the empirical research, a survey was consciously and voluntarily answered by 30 tutors, 13 of which were from the AMA-Administration and Management Education, 11 from the BE-Basic Education course and 6 from the ET-English Teaching course. Among the participants in the survey half (50%) have between 31 to 40 years old. The results indicate high levels of satisfaction in terms of overcoming digital primary division rates and digital divide characterized by the possession by the subjects of the main computing devices and telecommunications with Internet access, access whose frequency ranges from weekly to daily. Considerable digital literacy was also observed in the use of digital technologies connected to the web through the exploration of software and web services by the participants, indicators evaluated as relevant for the pedagogical use of DICT in courses offered in the modality of Distance Education and more correlated to the cyberculture's time.

scholarly journals Letramento digital: do uso das tecnologias digitais à formação dos professores de língua portuguesa, o que se discute sobre isso?

2019 ◽  
Vol 12 (3) ◽  
pp. 109-127
Author(s):  
Edmilson Francisco ◽  
Helena Maria Ferreira ◽  
Ilsa do Carmo Vieira Goulart
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Continuous Training ◽  
Theoretical Contribution ◽  
Information And Communication

RESUMO:Neste estudo, abordamos algumas proposições a respeito da formação inicial e continuada de professores de língua portuguesa no que tange ao uso das tecnologias digitais de comunicação como estratégia para reelaboração e reconfiguração de suas práticas pedagógicas. As transformações tecnológicas e digitais que vêm ocorrendo na sociedade e que, consequentemente, atingem o interior das salas de aula têm interferido em nossas práticas pedagógicas e nas relações entre o ensinar e o aprender, exigindo de nós, professores, uma busca constante por formação. Diante disso, este texto tem por objetivo refletir sobre a temática das tecnologias digitais de informação e comunicação no processo de formação docente e sobre a concepção de letramento digital no processo mediador do ensino e da aprendizagem para os professores de língua portuguesa. Para tanto, apresentamos uma pesquisa de abordagem qualitativa, a partir de uma reflexão bibliográfica, tomando como aporte teórico os estudos de Castells e Cardoso (2005), de Coscarelli (2016), a respeito das tecnologias digitais, bem como das pesquisas de Soares (2012) e Xavier (2005) sobre letramento digital. Os estudos apontam para o aprimoramento na formação inicial e continuada dos professores, no caso, os de língua portuguesa, de modo a oferecer e a vivenciar situações de letramento digitalmente dentro e fora das salas de aula. PALAVRAS-CHAVE: letramento digital; Tecnologias Digitais de Informação e Comunicação; formação de professores de língua portuguesa; formação docente.   ABSTRACT:In this study we present some proposals regarding the initial and continuous training of Portuguese teachers in the use of digital communication technologies as a strategy for re-elaboration and reconfiguration of their pedagogical practices. The technological and digital transformations that have been occurring in society and which consequently affect the interior of the classrooms have interfered in our pedagogical practices and in the relationships between teaching and learning, requiring of us, teachers, a constant search for formation. The purpose of this text is to reflect on the subject of digital information and communication technologies in the teacher formation process and about the design of digital literacy as a resource in the mediation of teaching and learning for teachers of Portuguese language. For that, we present a qualitative research, based on a bibliographical reflection, taking as theoretical contribution the studies of Castells and Cardoso (2005), by Coscarelli (2016), regarding digital technologies, as well as Soares’s researches (2012) and Xavier (2005) on digital literacy. The studies point to the improvement in the initial and continuing training of teachers, in the case of Portuguese-speaking teachers, in order to offer and experience literacy situations digitally inside and outside classrooms. KEYWORDS: digital literacy; Digital Information and Communication Technologies; Portuguese teacher education; teacher education.

‘Digital Inclusion’

2011 ◽  
pp. 45-64 ◽  
Author(s):  
Cristina Kiomi Mori
Keyword(s):  
Information And Communication Technologies ◽  
Social Inclusion ◽  
Social Dynamics ◽  
Communication Technologies ◽  
Value Systems ◽  
Digital Information ◽  
Digital Inclusion ◽  
Information And Communication ◽  
Consistent Basis ◽  
Digital Gap

In the past twenty years, there has been increasing involvement of governments, societies and communities in initiatives for bridging the digital gap, aiming economic and social development. These efforts are generally called ‘digital inclusion’ policies and projects. The expression ‘digital inclusion’ combines defining terms such as ‘digital divide’ and ‘social inclusion’, together with the assumptions, ideologies and value systems they carry. However, the comprehension of this expression varies among different agents involved. Identifying defining terms and analyzing their corresponding views is essential for improving scientific approach to any theme. This chapter scrutinizes definitions of ‘digital inclusion’, ‘social exclusion’ and related topics from specialized and academic bibliography, as well as from the field, in order to contribute qualifying academic and policy making debates. It proposes that the approaches to ‘digital inclusion’ are connected to concept views about society and social dynamics, State, market, civil society relationships and public policies. The notion of ‘Information Society’ and the purposes of disseminating digital information and communication technologies (ICT) are also present, thus framing ‘digital inclusion’ in different ways. The text concludes that scientific approaches must consider these aspects for addressing ‘digital inclusion’ as an object of analysis in a more consistent basis.

scholarly journals BLOG COMO FERRAMENTA PEDAGÓGICA: UMA EXPERIÊNCIA NO ENSINO DE QUÍMICA

2018 ◽  
Vol 11 (3) ◽  
pp. 458
Author(s):  
Leila Paula De Lima ◽  
Marcos Rodrigo Rosa de Oliveira ◽  
Kamilla De Faria Cândido ◽  
Renata Luiza da Costa
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Internet Access ◽  
Communication Technologies ◽  
Educational Process ◽  
Digital Information ◽  
Technological Determinism ◽  
Learning Situation ◽  
Computer Lab ◽  
Information And Communication

The purpose of this text is to reflect on pedagogical experiences with the use of digital information and communication technologies (DICT), in specific use of blog, in the teaching of Chemistry. The planned experience took place over two months and was carried out in high school classes of public school. Other technological determinist theories affirm that the technologies are the responsible to determine the socio-historical directions of the context. The results showed that the structural conditions of classroom, computer lab and internet access at home greatly influence the achievement of activities using digital technologies. On the part of the students, it was observed that their engagement is not directly linked to the use of a TDIC, but to the type of activity that is performed through them. Thus, the blog, when used pedagogically, can motivate the interest of the students, but the fact of being an internet tool does not guarantee this. It is possible to conclude, therefore, that theories directed at technological determinism are questionable, since only the presence of technology can not meet the pedagogical needs of the educational process; It continues to depend on the teaching action and the learning situation.

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