scholarly journals SOFTWARES LIVRES E EQUIPAMENTOS MANUFATURADOS: possíveis recursos para a integração curricular das TDIC

2019 ◽  
Vol 5 (1) ◽  
pp. 455-477
Author(s):  
Lina Maria Gonçalves ◽  
Augustus Caeser Frank Portella ◽  
Mateus Dos Santos Limeira Luz
Keyword(s):  
Teacher Training ◽  
Digital Media ◽  
Curriculum Integration ◽  
Public Policies ◽  
Computational Thinking ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Palabras Clave ◽  
Alternative Materials

Este artigo relata uma experiência de formação de professores, com ênfase no pensamento computacional, via produção de videoaulas. Foi criado um estúdio de multimídia utilizando os recursos tecnológicos do LIFE (computador, projetor multimídia, TV e lousa digital) e mecanismos manufaturados de materiais alternativos. Também foram priorizados os softwares e plataformas livres, descritos neste artigo. As videoaulas produzidas pela turma piloto mostraram que a integração curricular das mídias digitais, apesar de carecer de políticas públicas comprometidas com um processo de médio e longo prazo, pode ser potencializada via recursos existentes nas instituições educacionais e pela criação de redes de compartilhamento dos produtos e práticas desenvolvidas.   PALAVRAS-CHAVE: tecnologias digitais; pensamento computacional; videoaulas, formação de professores; materiais alternativos.   ABSTRACT This article reports an experience of teacher training, with an emphasis on computational thinking, through videotape production. A multimedia studio was created using the technological resources of LIFE (computer, multimedia projector, TV and digital slate) and manufactured mechanisms of alternative materials. We also prioritized the softwares and free platforms, described in this article. The videotapes produced by the pilot group have shown that the curriculum integration of digital media, despite lacking public policies committed to a medium and long term process, can be enhanced through existing resources in educational institutions and through the creation of networks of sharing of products and practices.   KEYWORDS: digital technologies; computational thinking; videotapes, teacher training; alternative materials.   RESUMEN Este artículo relata una experiencia de formación de profesores, con énfasis en el pensamiento computacional, vía producción de videojuegos. Se creó un estudio multimedia utilizando los recursos tecnológicos de LIFE (ordenador, proyector multimedia, TV y pizarra digital) y mecanismos manufacturados de materiales alternativos. También se han priorizado los softwares y plataformas libres, descritos en este artículo. Las videocas producidas por la clase piloto mostraron que la integración curricular de los medios digitales, a pesar de carecer de políticas públicas comprometidas con un proceso de mediano y largo plazo, puede ser potencializada a través de recursos existentes en las instituciones educativas y por la creación de redes de distribución de los productos y prácticas desarrolladas.   PALABRAS CLAVE: Tecnologías digitales; Pensamiento computacional; videoconferencia, formación de profesores; materiales alternativos.

scholarly journals Methodological Approach to Studying Unintended Consequences of Digitalization in Education

2021 ◽  
Author(s):  
Daria Goloukhova ◽  
Elena Kuzmina
Keyword(s):  
Methodological Approach ◽  
Complex Structure ◽  
Theoretical Perspective ◽  
Digital Technologies ◽  
Unintended Consequences ◽  
Educational Process ◽  
Educational Institutions ◽  
Sociological Research ◽  
Analysis Errors

The article describes sociological research methodology referring to the problems of digitalization in education. The authors’ concept of digitalization is defined according to the specific aims of the study, emphasizing the peculiarities of the educational sphere. Digitalization in education can be considered as an introduction and active use of digital technologies at different stages of the educational process. The study has determined that the introduction of digital technologies in education leads to the unintended consequences which can have unanticipated effects on educational institutions and their actors. The unintended consequences are conceptualized using R. Merton’s theoretical perspective and are defined as unexpected, unforeseen results caused by a purposive action. They could be divided into three subgroups: 1) unexpected benefit, 2) unexpected drawback, 3) perverse result. To study the unintended consequences the authors designed a methodological approach which focuses on macro and micro factors which determine attitudes to digitalization on the part of various participants of the educational process. The complex structure of the empirical object is determined by the hypothesis, that the unintended consequences of digitalization vary for different social groups involved in the process of education and highly depend on the context. The educational process is described as a complex system with two major components and structured in accordance with specific spheres in which introduction of digital technologies is possible. In conclusion, authors put forward a hypothesis that the suggested methodological approach will contribute to relating the unintended consequences of digitalization to their sources, also identified by R. Merton: ignorance or incomplete analysis; errors in analysis of the problem or following outdated habits; immediate interests overriding the long-term ones; following basic values which require / prohibit certain actions; self-defeating prophecy. Keywords: digitalization, socio-educational sphere, education, unintended consequences, attitudes to digitalization

scholarly journals ORFANDADE EMOCIONAL: uma herança refletida nas salas de aula

2019 ◽  
Vol 5 (4) ◽  
pp. 634-657
Author(s):  
Wesley Da Silva Santos ◽  
Patricia Medina
Keyword(s):  
Digital Media ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
School Students ◽  
Developmental Needs ◽  
Palabras Clave ◽  
Medios De Comunicacion ◽  
Digital Training

Este artigo trata de questões relacionadas às necessidades de desenvolvimento dos aspectos emocionais, motores e cognitivos de um indivíduo, que as mídias digitais embora sejam úteis e necessárias para a formação digital do aluno, não podem ser usadas de forma que substitua o contato pessoal, familiar, entendendo que os problemas de ordem afetivas são refletidas em sala de aula, percebidos pelos professores e devem ser desenvolvidas práticas pedagógicas que visem conscientizar tanto pais quanto as instituições educacionais.   PALAVRAS-CHAVE: Mídias; escola; alunos; professores; desenvolvimento.     ABSTRACT This article addresses issues related to the developmental needs of an individual's emotional, motor, and cognitive aspects that digital media, while useful and necessary for student digital training, can not be used in a way that replaces personal, family, understanding that the problems of affective order are reflected in the classroom, perceived by the teachers and pedagogical practices should be developed that aim to raise awareness both parents and educational institutions.   KEYWORDS: Medias. School. Students. Teachers. Developmental.     RESUMEN Este artículo aborda cuestiones relacionadas con las necesidades de desarrollo de los aspectos emocionales, motores y cognitivos de un individuo, que los medios digitales, si bien son útiles y necesarios para la educación digital de los estudiantes, no pueden utilizarse de manera que reemplacen el contacto personal. , familiar, entendiendo que los problemas afectivos se reflejan en el aula, son percibidos por los maestros y deben desarrollarse prácticas pedagógicas que tengan como objetivo concienciar tanto a los padres como a las instituciones educativas.   PALABRAS CLAVE: Medios de comunicación; escuela estudiantes maestros desarrollo.

scholarly journals Digital Technologies in the New Zealand Curriculum

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Jan-Marie Kellow
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Curriculum Integration ◽  
Computational Thinking ◽  
Digital Technologies ◽  
Technology Curriculum ◽  
Teacher Readiness

The revised Technology Curriculum for years 1 - 13 now includes two Digital Technologies areas: ‘computational thinking for Digital Technologies’ and ‘designing and developing digital outcomes’. By 2020, all schools are expected to address these curriculum additions. This article outlines some of the background stated purposes for introducing this curriculum addition. I also examine some of the challenges including teacher readiness and resourcing, professional development and some resources to accompany the changes. The article also discusses how curriculum integration, including the use of authentic contexts, and the use of ‘unplugged’ resources might alleviate some potential challenges

scholarly journals TECNOLOGIAS DIGITAIS NA EDUCAÇÃO TOCANTINENSE: uma análise da contribuição para o professor

2019 ◽  
Vol 5 (6) ◽  
pp. 507-528
Author(s):  
Maria José de Pinho ◽  
Deusirene Magalhães de Araújo
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Digital Technologies ◽  
Teacher Autonomy ◽  
Digital Culture ◽  
Learning Networks ◽  
Digital Inclusion ◽  
Palabras Clave ◽  
Master Of Education

O artigo tem por objetivo analisar contribuições das tecnologias digitais para o professor tocantinense. Destaca as tecnologias na educação do Tocantins e a formação do professor como espaço de reflexão e autonomia docente. O artigo é parte da dissertação de Mestrado em Educação da Universidade Federal do Tocantins, intitulada contribuições do curso Redes de Aprendizagem do ProInfo, para construção de conceitos e autonomia de professores. Os resultados apontam que a inserção de tecnologias na educação do Tocantins, aliada a formação continuada Redes de Aprendizagem, contribuíra para a reflexão a sobre o contexto escolar atravessado pela cultura digital, inclusão digital e autonomia de professores, no uso de alguns recursos tecnológicos.   PALAVRAS-CHAVE: Tecnologias digitais; Tocantins; Formação de professor, autonomia.     ABSTRACT The article aims to analyze the contributions of digital technologies to the teacher from Tocantins. It emphasizes the technologies in the education of the Tocantins and the formation of the teacher as space of reflection and autonomy teaching. The article is part of the dissertation of Master of Education of the Federal University of Tocantins, titled contributions of the ProInfo Learning Networks course, for the construction of concepts and autonomy of teachers. The results point out that the insertion of technologies in the education of Tocantins, together with the continued formation of Learning Networks, contributed to the reflection on the school context crossed by digital culture, digital inclusion and teacher autonomy, in the use of some technological resources.   KEYWORDS: Digital technologies; Tocantins; Teacher training, autonomy.     RESUMEN El artículo tiene por objetivo analizar contribuciones de las tecnologías digitales para el profesor tocantinense. Destaca las tecnologías en la educación de Tocantins y la formación del profesor como espacio de reflexión y autonomía docente. El artículo es parte de la disertación de Maestría en Educación de la Universidad Federal de Tocantins, titulada contribuciones del curso Redes de Aprendizaje del ProInfo, para la construcción de conceptos y autonomía de profesores. Los resultados apuntan que la insersión de tecnologías en la educación de Tocantins, aliada a la formación continuada Redes de Aprendizaje, contribuyeron a la reflexión sobre el contexto escolar atravesado por la cultura digital, inclusión digital y autonomía de profesores, en el uso de algunos recursos tecnológicos.   PALABRAS CLAVE: Tecnologías digitales; Tocantins; Formación de professor: autonomía.  

scholarly journals Formação de professores, diversidade e religião: componentes curriculares e zonas de conflito

2018 ◽  
Vol 11 (3) ◽  
pp. 267
Author(s):  
Deyse Luciano De Jesus Santos
Keyword(s):  
Teacher Training ◽  
21St Century ◽  
Point Of View ◽  
Educational Institutions ◽  
Palabras Clave ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
Near Future ◽  
Sobre Todo

Do ponto de vista da educação, pensar a sociedade do século XXI, nos remete a como a mesma se transformou ao longo dos séculos. Da antiguidade aos dias atuais, universalizações e descentracão dos sujeitos no mundo fruto das relações estabelecidas, sobretudo no campo teológico, nos leva a reflexões acerca de como estaremos num futuro próximo e incerto, reflexo das novas configurações pós-modernas. Assim, o presente trabalho propõe refletirmos o futuro da educação voltada ao reconhecimento da diversidade presente nas instituições de ensino, tomando como base a formação de professores evangélicos e o conflituoso diálogo dos mesmos, com as discussões propostas pelos componentes curriculares voltados ao diálogo no campo das humanidades. Considerando a quebra dos paradigmas modernos e o avanço do campo religioso no Brasil atual, como professores religiosos lidam com uma formação que vise atender as novas formatações da sociedade?Palavras-chave: Formação de Professores Evangélicos. Currículo. Diversidade. Teacher training, diversity and religion: curricular components and conflict zonesABSTRACTFrom the point of view of education, thinking about the society of the 21st century reminds us of how it has changed over the centuries. From the antiquity to the present day universalizations and decentralization of the subjects in the world, fruit of the relations established mainly in the theological field, leads us to reflections about how we will be in the near future and uncertain, reflecting the new postmodern configurations. Thus, the present work proposes to reflect the future of education aimed at recognizing the diversity present in educational institutions, based on the formation of evangelical religious teachers and the conflictive dialogue of them, with the discussions proposed by the curricular components aimed at dialogue in the field of humanities. Considering the breakdown of modern paradigms and the advancement of the religious field in present-day in Brazil, how do religious teachers deal with a formation aimed at attending to the new formations of society?Keywords: Formation of Evangelical Teachers. Curriculum. Diversity. Formación de profesores, diversidad y religión: componentes curriculares y zonas de conflictoRESUMENDesde el punto de vista de la educación, pensar la sociedad del siglo XXI, nos remite a cómo la misma se ha transformado a lo largo de los siglos. De la antigüedad a los días actuales universalizaciones y descentraciones de los sujetos en el mundo, fruto de las relaciones establecidas sobre todo en el campo teológico, nos lleva a reflexiones acerca de cómo estaremos en un futuro próximo e incierto, reflejo de las nuevas configuraciones postmodernas. Así, el presente trabajo propone reflejar el futuro de la educación orientada al reconocimiento de la diversidad presente en las instituciones de enseñanza, tomando como base la formación de profesores religiosos evangélicos y el conflictivo diálogo de los mismos con las discusiones propuestas por los componentes curriculares dirigidos al diálogo en el campo de las humanidades. Considerando la ruptura de los paradigmas modernos y el avance del campo religioso en el Brasil actual, ¿cómo los profesores religiosos se ocupan de una formación que apunta a atender a las nuevas formaciones de la sociedad?Palabras clave: Formación de Profesores Evangélicos. Plan de estudios. Diversidad.

scholarly journals GÊNERO E SEXUALIDADE EM POLÍTICAS CONTEMPORÂNEAS: ENTRELACES COM A EDUCAÇÃO

Roteiro ◽  
2016 ◽  
Vol 41 (2) ◽  
pp. 475 ◽  
Author(s):  
Bianca Salazar Guizzo ◽  
Jane Felipe
Keyword(s):  
Teacher Training ◽  
Cultural Studies ◽  
Gender Studies ◽  
Sexuality Education ◽  
Public Policies ◽  
Gender And Sexuality ◽  
Palabras Clave ◽  
Estudios Culturales

<p><strong>Resumo</strong>: A partir das contribuições dos Estudos de Gênero e dos Estudos Culturais, os propósitos principais deste trabalho são: 1) apresentar algumas políticas públicas que mencionam as questões de gênero e sexualidade; 2) discutir aspectos que têm dificultado a inserção dessas questões nas escolas. Os resultados apontaram que tem havido um incremento de documentos que dão visibilidade às questões de gênero e sexualidade. Porém, alguns deles não chegam a ser postos em prática, em virtude da resistência de setores conservadores. Apesar disso, tem ocorrido um esforço para contemplar tais questões no currículo, embora ainda sejam apontadas algumas dificuldades que se vinculam à falta de formação docente e à resistência das famílias em permitir o trabalho com tais temáticas.</p><p><strong>Palavras-chave</strong>: Políticas Públicas. Gênero. Sexualidade. Educação.</p><p><strong>GENDER AND SEXUALITY IN CONTEMPORARY POLICIES: INTERLINKS WITH EDUCATION</strong></p><p><strong>Abstract</strong>: Based on the contributions of Gender Studies and Cultural Studies, the main purposes of this work are: 1) to present some public policies that mention gender and sexuality issues; 2) to discuss aspects that have hindered the inclusion of these issues in schools. The results showed that there has been an increase of documents that make gender and sexuality visible. However, some of them fail to be implemented, due to resistance of conservative groups. Nevertheless, there has been an effort to contemplate these issues in the curriculum, in spite of difficulties linked to the lack of teacher training as well as to family resistance to pedagogical work with such issues.</p><p><strong>Keywords</strong>: Public Policies. Gender. Sexuality. Education.</p><p><strong>GÉNERO Y SEXUALIDAD EN LAS POLÍTICAS CONTEMPORÁNEAS: ARTICULACIONES CON EL CAMPO DE LA EDUCACIÓN</strong></p><p><strong>Resumen</strong>: A partir de las contribuciones de los Estudios de Género y de los Estudios Culturales, los principales objetivos de este trabajo son: 1) presentar algunas políticas públicas que mencionan las cuestiones de género y la sexualidad; 2 ) examinar las cuestiones que han impedido la inclusión de estos temas en las escuelas . Los resultados mostraron que ha habido un aumento de documentos que dan visibilidad a las cuestiones de género y sexualidad. Pero algunos de ellos no llegan a ser usados y trabajados en las escuelas, debido a la resistencia de los sectores conservadores. Ha habido un esfuerzo por contemplar estas cuestiones en los planes de estudios.  Sin embargo se identifican algunas dificultades que están vinculados a la falta de formación del profesorado y la resistencia de las familias para permitir el trabajo con las cuestiones de género y sexualidad. </p><p><strong>Palabras clave</strong>: Políticas Públicas. Género. Sexualidad. Educación.</p>

scholarly journals Editorial Volume 6 (2)

2010 ◽  
Vol 6 (2) ◽  
Author(s):  
Christopher Moore ◽  
Ruth Walker
Keyword(s):  
Social Media ◽  
New Media ◽  
Web 2.0 ◽  
Digital Media ◽  
Digital Technologies ◽  
Educational Institutions ◽  
Special Issue ◽  
Continuity And Change ◽  
Teaching Learning ◽  
The Relationship

Introduction to the special issue: "Digital technologies and educational integrity" When Roger Silverstone (1999, p.10) asked "what is new about new media?" more than a decade ago at the launch of the first edition of the journal New Media and Society, he framed the question as an inquiry about the relationship between continuity and change. To address the issues relating to the interest and reliance on technologies in educational contexts - whether we are talking about web 2.0, digital media, social media, new media, or even next media - requires us to consider what is most important about the standards, traditions and practices that we hold as crucial to teaching, learning and research, as well as their relationship to change. This special issue broaches these issues to consider how changes in technologies used by teachers and learners - both in and out of educational contexts - has impacted on our understandings of educational integrity. To do this, we have had to ask questions about the integrity of the educational enterprise itself: just as the expanding research and writing capacities of digital media have complicated notions of authorship, so too does the increasing reliance on technologies in educational settings complicate expectations about the open or gated nature of educational institutions. However, it is not so much the digital technologies themselves, but how they are used, regarded, implemented and positioned by institutions, that offer a new twist to our interpretation of education as both 'borderless' and 'gatekeeping'. Download PDF to view full editorial

Education with Digital Culture: Shifting the Paradigms of Prospective Knowledge by Mediatization

MedienJournal ◽  
2020 ◽  
Vol 44 (1) ◽  
pp. 5-17
Author(s):  
Gudrun Marci-Boehncke ◽  
Matthias Rath
Keyword(s):  
Digital Media ◽  
Paradigm Shift ◽  
School Education ◽  
Media Education ◽  
Digital Culture ◽  
Educational Institutions ◽  
Selection Mechanism ◽  
Competency Frameworks

This article presents the paradigm shift, especially in school education, under the conditions of current mediatization, whereby we understand education initially as a communicative system that is dedicated to the acquisition of new and future relevant knowledge in lifelong processes of appropriation. To this end, educational institutions demand an educational language that screens out those who cannot serve that linguistic register. Arguing with regard to Rawls and Nussbaum, we present this selection mechanism under the conditions of current mediatization as both ideologically outdated and practically reducible and refer to current models of professionalization of teachers and international competency frameworks for digital media education.

Trends and Prospects of Development of the Oil and Gas Sector in the Context of Digitalization

2020 ◽  
Vol 26 (1) ◽  
pp. 35-45 ◽  
Author(s):  
A. G. Kazanin
Keyword(s):  
Oil And Gas ◽  
Digital Technologies ◽  
Oil And Gas Industry ◽  
Global Market ◽  
The Arctic ◽  
Business And Society ◽  
Gas Industry ◽  
Exploration And Production ◽  
Oil And Gas Sector

The modern oil and gas industry is heavily dependent on the processes and trends driven by the accelerating digitalization of the economy. Thus, the digitalization of the oil and gas sector has become Russia’s top priority, which involves a technological and structural transformation of all production processes and stages.Aim. The presented study aims to identify the major trends and prospects of development of the Russian oil and gas sector in the context of its digitalization and formation of the digital economy.Tasks. The authors analyze the major trends in the development of the oil and gas industry at a global scale and in Russia with allowance for the prospects of accelerated exploration of the Arctic; determine the best practices of implementation of digital technologies by oil and gas companies as well as the prospects and obstacles for the subsequent transfer of digital technologies to the Russian oil and gas industry.Methods. This study uses general scientific methods, such as analysis, synthesis, and scientific generalization.Results. Arctic hydrocarbons will become increasingly important to Russia in the long term, and their exploration and production will require the implementation of innovative technologies. Priority directions for the development of many oil and gas producers will include active application of digital technologies as a whole (different types of robots that could replace people in performing complex procedures), processing and analysis of big data using artificial intelligence to optimize processes, particularly in the field of exploration and production, processing and transportation. Digitalization of the oil and gas sector is a powerful factor in the improvement of the efficiency of the Russian economy. However, Russian companies are notably lagging behind in this field of innovative development and there are problems and high risks that need to be overcome to realize its potential for business and society.Conclusions. Given the strategic importance of the oil and gas industry for Russia, its sustainable development and national security, it is recommendable to focus on the development and implementation of digital technologies. This is crucial for the digitalization of long-term projection and strategic planning, assessment of the role and place of Russia and its largest energy companies in the global market with allowance for a maximum number of different internal and external factors.

Current situation with the core collection of spring triticale of the National Center of Plant Genetic Resources of Ukraine

2018 ◽  
pp. 75-85
Author(s):  
S.V. Chernobai ◽  
V.K. Riabchun ◽  
T.B. Kapustina ◽  
V.S. Melnyk ◽  
O.E. Shchechenko
Keyword(s):  
Genetic Resources ◽  
Plant Genetic Resources ◽  
Plant Production ◽  
Educational Institutions ◽  
Breeding Lines ◽  
Growing Season Length ◽  
Long Term Storage ◽  
Foreign Countries ◽  
Spring Triticale

Goal. To build up a spring triticale genetic bank to provide breeding, scientific and educational institutions with initial material and to preserve the existing diversity. To update the database of accessions with a set of valuable economic and morphological features. Results and discussion. The methodology and results of the collection formation and evaluation of spring triticale accessions in the National Center for Plant Genetic Resources of Ukraine of Plant Production Institute nd. a V. Ya. Yuriev are presented. The formed collection includes 1,935 accessions from 27 countries: 42 varieties and 1,478 breeding lines from Ukraine, 92 varieties and 248 lines from foreign countries and also 75 genetic lines. The collection was formed by major valuable economic features (plant height, growing season length, spike threshing, yield, 1000-grain weight, disease resistance, technological properties, etc.). Accessions with the majority of morpho-biological and valuable economic features were selected. All the accessions in the collection are certificated. 1,762 accessions were packed for storage into the National Depository; 1,507 of them were packed for long-term storage. Conclusions. The gene pool of spring triticale from the collection of the Gene Bank of Plants of Ukraine is widely used for breeding. This allows conducting hybridization of genetically and ecologically remote forms with various expressions of features and obtaining whole new breeding material. Involvement of collection accessions in breeding allows generating new genetic sources of valuable economic features.

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