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 Escola como agente catalisador do saber cColetivo

2013 ◽  
Vol 13 (3) ◽  
pp. 450-466
Author(s):  
Hebert Gomes Oliveira ◽  
José Gomes da Silva
Keyword(s):  
Teacher Training ◽  
School Environment ◽  
Digital Technologies ◽  
Digital Inclusion ◽  
Technological Tools ◽  
The University

O presente artigo está diretamente relacionado ao trabalho de pesquisa desenvolvido na Universidade do Estado da Bahia (UNEB), como trabalho de conclusão do curso de Pedagogia. A investigação tem como objetivo apresentar resultados parciais que tratam de alguns sentidos sobre a inclusão sociodigital na era do conhecimento e a sua relação nos espaços escolares. Esses resultados foram coletados durante ação que objetivava formar professores sobre a utilização pedagógica das tecnologias digitais, realizada em uma unidade de inclusão digital vinculada ao programa Telecentros BR. Nesse sentido, esta investigação busca possíveis respostas que podem ajudar-nos na compreensão dos fatores que dificultam o trabalho de inclusão digital no ambiente escolar, tais como concepção dos professores sobre o uso pedagógico de tecnologias digitais e questões relacionadas a manutenção das ferramentas tecnológicas da escola Palavras-chave: Inclusão Sociodigital. Educação e TIC. Formação de Professores.   ABSTRACT This article is directly related to the research developed at the University of Bahia (UNEB), as work conclusion of the pedagogy course. The investigation aims to present partial results that address some forms of sociodigital inclusion in the knowledge era and their relationship in school spaces. These results were obtained during a training that aimed to train teachers about the pedagogical use of digital technologies, held in a unit of digital inclusion conected with the Telecentros BR program. Thus, this research seeks possible answers that can help us to understand the factors that hinder the work of digital inclusion in the school environment, such as the understanding of teachers on the pedagogical use of digital technologies and issues related to the maintenance of technological tools school. Keywords: Inclusion sociodigital. Education and ICT. Teacher Training.

scholarly journals DESAFIOS PARA IMPLEMENTAÇÃO DAS TECNOLOGIAS DIGITAIS NO AMBIENTE ACADÊMICO

2019 ◽  
Vol 5 (3) ◽  
pp. 259-275
Author(s):  
José Lauro Martins ◽  
Layane Mota de Souza de Jesus ◽  
Arlane Silva Carvalho Chaves ◽  
Patricia Delmiro de Sousa Takahagassi ◽  
Marcia Pessoa de Sousa
Keyword(s):  
Resistance To Change ◽  
Digital Technologies ◽  
Teacher Autonomy ◽  
Academic Environment ◽  
Teacher Resistance ◽  
Palabras Clave ◽  
Teaching Learning

As Tecnologias Digitais (TD), são recursos importantes para o processo de ensino aprendizagem e favorecem o trabalho docente, porém estes ainda enfrentam alguns desafios quanto a sua utilização. Objetivou-se, realizar uma revisão bibliográfica dos principais desafios enfrentados pelos docentes para implementação das TD no ambiente acadêmico. Trata-se de uma pesquisa bibliográfica do tipo narrativa, onde foram selecionados 14 artigos, 02 dissertações, 01 monografias e 02 livros, publicados em português na base de dados da CAPES, no período de 2012 a 2017. Os principais desafios apontados são: resistência docente à mudança, ausência de autonomia docente frente ao uso das TD, ausência de capacitação para uso, bem como de políticas que favoreçam a apropriação crítica dos docentes quanto as tecnologias.   PALAVRAS-CHAVE: Tecnologias Digitais; Desafios; Docentes.     ABSTRACT Digital Technologies (TD), are important resources for the process of teaching learning and favor the teaching work, but these still face some challenges as to their use. The objective was to carry out a bibliographic review of the main challenges faced by teachers for the implementation of TD in the academic environment. It is a bibliographical research of the narrative type, 14 articles, 02 dissertation, 01 monograph and 02 book were published, published in Portuguese in the CAPES database, from the period of 2012 to 2017. The main challenges are: teacher resistance to change, absence of teacher autonomy from the use of TD, lack of training for use, as well as policies that favor the critical appropriation of teachers regarding technologies.   KEYWORDS: Digital Technologies; Challenges; Docentes.     RESUMEN Las Tecnologías Digitales (TD), son recursos importantes para el proceso de enseñanza aprendizaje y favorecen el trabajo docente, pero éstos todavía enfrentan algunos desafíos en cuanto a su utilización. El objetivo es realizar una revisión bibliográfica de los principales desafíos enfrentados por los docentes para la implementación de las TD en el ambiente académico. Se trata de una investigación bibliográfica del tipo narrativa, donde fueron seleccionados 14 artículos, 2 disertaciones, 1 monografía y 2 libros publicados en portugués en la base de datos de la CAPES, en el período de 2012 a 2017. Los principales desafíos señalados son: resistencia docente al cambio, ausencia de autonomía docente frente al uso de las TD, ausencia de capacitación para el uso de las TD, así como de políticas que favorezcan el pensamiento crítico de los docentes en cuanto a las tecnologías.   PALABRAS CLAVE: Tecnologías Digitales; Desafíos; Docentes.

scholarly journals LOS LÍMITES DE LOS CUERPOS EN EL AULA: UNA DIALÉCTICA ENTRE LA FORMACIÓN DOCENTE Y LA ESCUELA SECUNDARIA

Professare ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 41 ◽  
Author(s):  
Valeria Sardi
Keyword(s):  
Teacher Training ◽  
Student Teaching ◽  
Classroom Environment ◽  
School Context ◽  
The Body ◽  
Training Course ◽  
Palabras Clave ◽  
Teachers And Students ◽  
First Moment ◽  
The University

<p class="resumoabstract">La residencia docente en el Profesorado en Letras universitario se presenta como una instancia de intervención en escuelas secundarias donde la dimensión de los cuerpos y las corporalidades se escenifica dando cuenta de experiencias corporales diversas que, en algunos casos, entran en tensión en el territorio del aula. Es allí donde aparece la pregunta acerca del cuerpo y sus límites, de las formas de vincularse con el cuerpo propio y con los cuerpos de los otros/as.En este artículo nos proponemos analizar –a partir de registros de clase y entrevistas de profesores/as en formación- cómo al momento de entrada en la escuela, los/as profesores/as en formación toman conciencia de su cuerpo sexuado en relación con los cuerpos de los/as estudiantes. Y es ahí, en ese vínculo tensionado donde, como señala Rella (2004), se escenifica el cuerpo en tanto “límite y lo que lo excede, confín y lo que está más allá” (12). Asimismo, en tanto juego dialéctico, los cuerpos de docentes y estudiantes se mueven midiendo el espacio y la relación con los demás cuerpos (RELLA, 2004); en ese territorio se muestran los cuerpos docentes plegados sobre sí mismos – a veces, atravesados por la vergüenza- y los cuerpos festivos (DIEZ, 2010) de los/as jóvenes estudiantes.</p><p class="resumoabstract"><strong>Palabras-clave</strong>: Residencia docente. Cuerpos. Contexto escolar.</p><h3>ABSTRACT</h3><p class="resumoabstract">Student teaching at the university Language and Literature Teacher Training Course stands as an example of the intervention there is in secondary schools, in which the dimension of the bodies and of corporealities is staged, thus acknowledging diverse bodily experiences, which, in some cases, come into tension in the classroom environment. It is in the early teacher training course, where there raises the question about the body ant its boundaries, about the way to connect to one’s body and with the bodies of others. In this article we set out to analyze –from class records and interviews to teachers-in-training– how it is that, ever since the first moment they enter the school, the teachers-in-training become aware of their sexed body in relation to the students’ bodies. And it is there, in that tensed connection, where, as Rella (2004) points out, the body becomes staged inasmuch as it is “a boundary and what exceeds that boundary, an edge and what is beyond it”<a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftn1">[1]</a> (12). Additionally, as a dialectic game, the bodies of teachers and students move measuring the space and their relation to the other bodies (RELLA, 2004); in this territory, the teachers’ bodies are shown folded upon themselves –sometimes experiencing embarrassment– before the young students’ festive bodies (DIEZ, 2010).</p><p class="resumoabstract"><strong>Keywords</strong>: Teacher training. Bodies. School context.</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p class="Textodenotaderodap1"><a title="" href="https://d.docs.live.net/2a02ec9296c4390c/UNIARP/Revistas%20Cientificas/Professare/2018v7n1/final/PROFESSARE_V.7_N.1_15_2018.docx#_ftnref1">[1]</a> Todas las traducciones de las citas son nuestras.</p></div></div>

scholarly journals ACESSIBILIDADE CULTURAL: ARTICULAÇÕES E REFLEXÕES NA FORMAÇÃO DE PROFESSORES EM UMA AÇÃO DE EXTENSÃO

2018 ◽  
Vol 9 (1) ◽  
pp. 39
Author(s):  
Paloma Rodrigues Rodrigues
Keyword(s):  
Data Analysis ◽  
Teacher Training ◽  
Research Group ◽  
Formal Education ◽  
School Context ◽  
People With Disabilities ◽  
Palabras Clave ◽  
Cultural Spaces ◽  
Extension Activity ◽  
The Right

A Lei Brasileira de Inclusão (LBI) afirma que as pessoas com deficiência possuem direito aos meios culturais acessíveis e que é preciso assegurar a participação delas nas atividades culturais. A acessibilidade cultural pressupõe que os documentários, as peças de teatro, as exposições nos museus, entre outros, estejam ao alcance de qualquer pessoa. No entanto, observa-se que há uma precarização no que concerne aos elementos de acessibilidade em espaços culturais. Diante disso, o grupo de pesquisa Nefti da Unifei, refletindo sobre a importância da acessibilidade em atividades científicas de cunho cultural realizadas nas instituições escolares e em espaços de Educação não formal, desenvolveu um projeto de extensão que visou ofertar, aos professores da cidade de Itajubá-MG e região, o curso “Acessibilidade Cultural: Articulações e Reflexões na Formação de Professores”, na modalidade semipresencial. Portanto, o objetivo deste trabalho consiste em apresentar o delineamento metodológico do curso, assim como os resultados relativos à contribuição dessa formação de extensão para a atuação inclusiva desses professores no contexto escolar. A análise dos dados apontou que a realização do curso de extensão possibilitou a construção de conhecimentos, pelos professores, sobre a importância da cultura para a formação dos alunos com ou sem deficiência, assim como instigou a reflexão no tocante à necessidade de as ações culturais contemplarem a acessibilidade. Palavras-chave: Diversidade, Acesso, Conhecimento, Igualdade   Cultural accessibility: links and reflections about teacher training in an extension action Abstract: The Brazilian Inclusion Law states that people with disabilities have the right to access cultural means and guaranteed participation in cultural activities. Cultural accessibility presupposes that documentaries, plays, exhibitions in museums, among others, are within the reach of anyone. However, there is a precariousness regarding accessibility in cultural spaces. This way, the research group Nefti of Unifei has developed an extension project to offer to the teachers of Itajubá-MG and surroundings, the semi-distance course “Cultural Accessibility: Links and Reflections about Teacher Training”. It showed the importance of accessibility in cultural scientific activities in school institutions and in non-formal education spaces. Therefore, this work aims to present the methodological outline of the course, as well as the results related to the contribution of this extension activity to the inclusion of these teachers in the school context. The data analysis reveals that the completion of the extension course made it possible for teachers to construct knowledge about the importance of culture for the training of students with or without disabilities, as well as instigating reflection on the need for cultural actions to contemplate accessibility. Keywords: Diversity, Access, Knowledge, Equality   Accesibilidad cultural: articulaciones y reflexiones en la formación de profesores en una acción de extensión Resumen: La Ley Brasileña de Inclusión (LBI) afirma que las personas con discapacidad tienen derecho a los medios culturales accesibles y que es necesario asegurar la participación de ellas en las actividades culturales. La accesibilidad cultural presupone que los documentales, las obras de teatro, las exposiciones en los museos, entre otros, estén al alcance de cualquier persona. Sin embargo, se observa que hay una precarización en lo que concierne a los elementos de accesibilidad en espacios culturales. Frente a ello, el grupo de investigación Nefti de la Unifei, reflejando sobre la importancia de la accesibilidad en actividades científicas de carácter cultural realizadas en las instituciones escolares y en espacios de Educación no formal, desarrolló un proyecto de extensión que pretendía ofrecer, a los profesores de la ciudad de Itajubá-MG y región, el curso "Accesibilidad Cultural: Articulaciones y Reflexiones en la Formación de Profesores", en la modalidad semipresencial. Por lo tanto, el objetivo de este trabajo consiste en presentar el delineamiento metodológico del curso, así como los resultados relativos a la contribución de esa formación de extensión para la actuación inclusiva de esos profesores en el contexto escolar. El análisis de los datos apuntó que la realización del curso de extensión posibilitó la construcción de conocimientos por los profesores, sobre la importancia de la cultura para la formación de los alumnos con o sin discapacidad, así como instigó la reflexión en cuanto a la necesidad de las acciones culturales contemplaren la accesibilidad. Palabras-clave: Diversidad, Acceso, Conocimiento, Igualdad

scholarly journals O Reflexo da Tecnologia Digital no Âmbito Escolar

2020 ◽  
Vol 21 (3) ◽  
pp. 265-269
Author(s):  
Claudia Lucia Landgraf Valerio ◽  
Kátia Auxiliadora De Arruda Pinto
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
School Teacher ◽  
School Context ◽  
Digital Culture ◽  
Full Time ◽  
Education Professionals ◽  
Legal Provisions ◽  
Use Of Technology ◽  
Teaching Learning

Resumo Este artigo aborda o letramento digital, sua importância no contexto escolar e a formação de professores como meio para expandir a proximidade com a cultura digital. A pesquisa partiu da investigação em uma escola plena com intuito de verificar o comportamento dos professores em relação ao uso da tecnologia, e por isso, se reporta a entrevista realizada com o professor e gestor da Escola Plena, que irá abordar a problemática, ainda existente no contexto escolar em relação ao uso da tecnologia digital e que levou a algumas indagações caracterizando-se a pesquisa em uma abordagem qualitativa. Além da entrevista, de artigos, de livros, e de dispositivos legais, alguns questionamentos fizeram presença: de que maneira o letramento digital tem refletido na escola? Quais os desafios que são postos aos profissionais da educação em confronto com as dificuldades em adquirir recursos digitais e aplicá-los em seu contexto educacional? A partir da análise crítica da fala do diretor se entende que é necessário maior investimento na infraestrutura da escola com computadores e internet, e que os professores tenham formação para realizarem as atividades usando ferramentas digitais em suas práticas. O letramento digital está presente na escola, porém de maneira insuficiente. Diante das circunstâncias, em que a educação vem priorizando uso da tecnologia para conceber o ensino e aprendizagem dos alunos, é de suma importância que os professores, inseridos na cultura digital, obtenham habilidades e competências para uso das tecnologias digitais, possibilitando maior interação com seus alunos. Palavras-chave: Letramento Digital. Escola. Formação de Professores. AbstractThis article addresses digital literacy, its importance in the school context and teacher training as a means to expand its proximity to digital culture. The research started from an investigation held at an full-time school about the teachers’ behavior regarding the use of technology, and for that reason, the interview with a teacher and manager of that school will be reported, which will address the remaining problem in the school context, in relation to the use of digital technology and that led us to some inquiries characterizing the research in a qualitative approach. In addition to the interview, articles, books and legal provisions, some questions were present: how has digital literacy reflected in the school? What challenges are faced by education professionals before difficulties acquiring digital resources and applying them in their educational context? From the critical analysis of the director's speech, it is understood that it is necessary higher investment in the school's infrastructure with computers and internet signal, and that teachers need training to carry out activities using digital tools in their practices. Digital literacy is present at school but still insufficiently. Given the circumstances, in which education has prioritized the use of technology to conceive the students’ teaching-learning, it is extremely important that teachers, inserted in the digital culture, may obtain skills and competences for the use of digital technologies, allowing greater interaction with their students. Keywords: Digital Literacy. School. Teacher Training.

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.

Computers and Society

2019 ◽  
Author(s):  
Ronald M. Baecker
Keyword(s):  
Mobile Phones ◽  
Ethical Issues ◽  
Digital Technologies ◽  
Digital Inclusion ◽  
War And Peace ◽  
Modern Life ◽  
Corporate Networks ◽  
Naked Eye ◽  
Widespread Availability ◽  
Computers And Society

The last century has seen enormous leaps in the development of digital technologies, and most aspects of modern life have changed significantly with their widespread availability and use. Technology at various scales - supercomputers, corporate networks, desktop and laptop computers, the internet, tablets, mobile phones, and processors that are hidden in everyday devices and are so small you can barely see them with the naked eye - all pervade our world in a major way. Computers and Society: Modern Perspectives is a wide-ranging and comprehensive textbook that critically assesses the global technical achievements in digital technologies and how are they are applied in media; education and learning; medicine and health; free speech, democracy, and government; and war and peace. Ronald M. Baecker reviews critical ethical issues raised by computers, such as digital inclusion, security, safety, privacy,automation, and work, and discusses social, political, and ethical controversies and choices now faced by society. Particular attention is paid to new and exciting developments in artificial intelligence and machine learning, and the issues that have arisen from our complex relationship with AI.

Workplace “Digital Culture” and the Uptake of Digital Solutions

2020 ◽  
pp. 368-402
Author(s):  
Simeon J. Yates ◽  
Eleanor Lockley
Keyword(s):  
Technology Acceptance ◽  
Cultural Change ◽  
New Technology ◽  
Digital Technologies ◽  
Digital Culture ◽  
Representative Survey ◽  
Personal Experiences ◽  
Company Culture ◽  
Nationally Representative ◽  
The Uk

This chapter reviews prior work on technology acceptance and then reports on a nationally representative survey of UK employees exploring both employee’s personal experiences of digital technologies at home and work and their evaluations of the effectiveness of the technologies and the “digital culture” in their organization. Presenting the results of 3040 UK workers, it seeks to explore the factors that influence digital roll-outs by focusing on the experiences and perceptions of the UK workforce as a whole, with the expectation that introducing new technology alone isn’t enough. This research explores how “digitally ready” organizations are in the UK in terms of people, processes, and company culture. It concludes that a large proportion of the UK workforce are not seeing the benefits of digital technologies. Importantly, there is a need for organizations to understand that making digital solutions a success is a process of cultural change in their organization.

scholarly journals From Resistance to Digital Technologies in the Context of the Reaction to Distance Learning in the School Context during COVID-19

2021 ◽  
Vol 11 (4) ◽  
pp. 163
Author(s):  
Giusi Antonia Toto ◽  
Pierpaolo Limone
Keyword(s):  
Distance Learning ◽  
School Context ◽  
Digital Technologies ◽  
Point Of View ◽  
View Factor ◽  
Regression Analyses ◽  
Teachers Perceptions ◽  
Professional Perception ◽  
The Relationship ◽  
Professional Perceptions

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers’ perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

How Digitization is Empowering Vietnamese Cultural Professionals to Preserve, Present, and Promote Art and Culture Online: Navigating Challenges whilst Harnessing Opportunities to Create a Digital Culture

2021 ◽  
Vol 50 (2) ◽  
pp. 35-49
Author(s):  
Emma Duester
Keyword(s):  
Digital Technologies ◽  
Cultural Preservation ◽  
Digital Culture ◽  
Cultural Resources ◽  
Digital Platforms ◽  
Art And Culture ◽  
Digital Work ◽  
Cultural Sector ◽  
Cultural Colonialism ◽  
Free Open Source

Abstract The ability to publish and provide access to cultural resources via free, open source digital platforms is empowering Vietnamese cultural professionals to promote their culture to local and international audiences. Digitization projects now include the use of 3D, VR, and AR digital technologies for the purpose of being published on digital platforms. This is creating an emergent digital culture in Vietnam, with an increasing amount of available resources online. Digitization projects are now used to preserve cultural heritage as well as to present and promote contemporary art and culture. This reflects a change in practices amongst cultural professionals in Hanoi, in terms of how digital technologies are used and the value placed on making cultural resources publicly accessible online. However, as new content, knowledge, and voices are able to participate in the online discourse on art and culture, the question remains as to whether this digital transition is creating greater equality and inclusion in the cultural sector or if it is exacerbating already existing forms of digital cultural colonialism. This paper presents findings from 50 interviews with cultural professionals working in the cultural sector in Hanoi about their digitization projects and digital work practices, the developments in digitization in Hanoi’s cultural sector over the past five years, how cultural professionals are utilizing the opportunities afforded by digital technologies for cultural preservation and promotion, as well as the challenges they face in carrying out digitization projects.

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