scholarly journals El “desierto digital”: repercusiones de la COVID-19 en la Educación en España y Brasil

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
María Edna Moura Viera ◽  
Maria da Graça Luderitz Hoefel ◽  
José Tomas Réal Collado
Keyword(s):  
Working Conditions ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Daily Practice ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Exploratory Investigation ◽  
Psychological Demands

Con la aparición de la COVID-19, la forma de hacer y pensar la educación mediatizada por las tecnologías digitales, surgió con una fuerza repentina y nunca experimentada de la forma en que la vimos ocurrir en el año 2020. Así, la nueva realidad educativa se evidencia en la distancia de los cuerpos y la distancia en los procesos de enseñanza y aprendizaje, que ha tenido numerosos impactos en la práctica diaria de la educación. Esta investigación busca conocer las percepciones de los profesores/as de educación básica en España y Brasil, sobre las repercusiones de la COVID-19 en la educación. Se trata de una investigación descriptiva-exploratoria, con enfoque cualitativo, que realizó 12 entrevistas semiestructuradas a profesores/as de educación básica de ambos países. Los resultados indican que la incorporación abrupta de tecnologías digitales provocó un gran sufrimiento a los docentes, debido a la falta de formación para ellos, falta de condiciones mínimas de trabajo, aparición de nuevas demandas profesionales y psicológicas, así como diferencias generacionales en las relaciones con las tecnologías. With the emergence of Covid-19, the way of doing and thinking education permeated by digital technologies came up with sudden and never before seen strenght as we experienced in the year of 2020. With it, the new educational reality is highlighted in the distance between the bodies and the distance in teaching and learning processes, which has had numerous impacts in the daily practice of education. This investigation seeks to know the Basic Education professors and lecturers perceptions in Spain and Brasil, about the repercussions of Covid-19 in Education. It is a descriptive-exploratory investigation, with qualitative focus, that performed 12 semi-structured interviews to Basic Education teaching staff from both countries. The results indicate that the abrupt incorporation of digital technologies lead to a great suffering to teachers, on the account of a lack of training, lack of minimum working conditions, emergence of new professional and psychological demands, as well as generational differences in the relationships with the technologies.

Staff Reflections on Using E-Assessment Feedback in the Digital Age

2019 ◽  
pp. 386-414
Author(s):  
Akrum Helfaya ◽  
James O'Neill
Keyword(s):  
Teaching And Learning ◽  
Digital Age ◽  
Teaching Staff ◽  
Full Time ◽  
Structured Interviews ◽  
Teaching Business ◽  
Assessment Feedback ◽  
Effective Manner ◽  
New Generation ◽  
Business And Management

Assessment and feedback represent two of the key elements that affect students' learning. Using e-assessment with productive and instant e-feedback reduces the gap between current and preferred performance of the new generation of digital students. Action research methodology was used to investigate staff perception of using e-assessment feedback in the teaching and learning process. To achieve this aim, a survey was administered to 48 full-time academics to collect data about their perceptions of using e-assessment and/or e-feedback to assess their students' performance. And then seven semi-structured interviews were conducted with the staff. Findings from staff survey and interviews show that the teaching staff is generally in agreement with the use of and benefits of e-assessment and/or e-feedback in teaching business and management modules. Using technology, therefore, can provide an avenue for innovative assessment and prompt feedback methods that meet the needs of the digital students in the digital age in an efficient and effective manner.

scholarly journals Pandemic challenges for educators: transition from physical to digital classroom

2021 ◽  
Vol 127 ◽  
pp. 03001
Author(s):  
Darya Vladislavovna Agaltsova ◽  
Larisa Vyacheslavovna Milyaeva
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Practical Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Classroom

The article looks into some challenges that university teaching staff has to face during the modern era of digitalization and especially during the transaction period from “physical classroom” to “digital classroom” provoked by the pandemic of COVID-19. The use of information and communication technologies (hereinafter referred to as ICT), tools for online teaching and learning, computer and digital literacy, digital skills and competencies are becoming important components of professional success. The transition to distance learning (especially due to the pandemic of COVID-19) has changed the modern academic world: now the effective use of digital technologies and educational resources is considered a key factor for improving and increasing the value of the learning process. As a result, students get their knowledge and educators share their theoretical and practical experience through an increasing number of digital technologies and resources. This article aims to describe and analyze the main types of available online tools and services that may provide productive work and interactive learning; to describe the challenges that educators face while transforming the academic environment into “online classroom”. The authors applied a cabinet study approach to the analysis of theoretical database, the method of comparison and generalization of the obtained data. As a result, the article presents theoretical background of the ICT potential and their use in the educational process of modern universities.

scholarly journals "She says that I'm good at reading":  A Case Study of Engaged Māori Beginning Readers

2021 ◽  
Author(s):  
◽  
Mary Ann Meri Arthur Marshall
Keyword(s):  
Classroom Environment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Daily Practice ◽  
Home School ◽  
Beginning Readers ◽  
Structured Interviews ◽  
Open Communication

<p>The impetus and reason for this study has been a desire to discover and capture the 'spark' that causes Māori children specifically, to have a love of reading, to be enthusiastic about reading and, in turn to be confident and competent beginning readers. Research in Maori education often focuses on problems of student underachievement. This study by contrast has aimed to highlight aspects of positive practice by recording the learning behaviours of a group of Maori children across two low decile primary schools, who are not only engaged in the beginning approach to reading but who are clearly motivated by and enjoying the process. This study explores the reasons why Māori children are engaged and motivated beginning readers and aims to see if it is possible to capture any of these attributes in order to support other Māori learners in becoming successful readers. The value of this research is in its potential to contribute to frameworks or initiatives that support Māori children achieving well, in this case, in the area of literacy. This study is a qualitative research under the tradition of a case study inquiry and is embedded within a Kaupapa Māori paradigm. A total of 17 participants (two literacy advisers, two teachers, six children and seven parents) were interviewed using flexibly structured interviews. The interviews were transcribed and analysed through themes that came from the data itself. Common themes from each participant group allowed for analysis in relation to the key research questions: What is the spark that causes Māori children to have a 'love of reading? What does this spark look like? What sparks Māori children into enjoying reading? And what are the factors and influences that contribute to reading engagement and motivation for Māori children? Classroom observations and video filming were also methods of data gathering in order to gain full and deep contexts of descriptive data of the children and teachers in their natural everyday classroom environment. The six children observed in this study were strongly engaged in classroom reading contexts and motivated to read. Both teachers and parents had a firm but relaxed approach to the reading experience. Strong and supportive home-school relationships with open communication were evident. Māori tikanga (practice) was incorporated naturally into planning. Teacher planning and practice was in line with best evidence for effective literacy practice. The practice of the two Pakeha teachers was in many ways consonant with Maori pedagogical approaches and this gave support to the children as Māori learners. The observations and interviews showed beginning readers who were comfortable and relaxed in their learning. They were making clear progress in reading, and approaching national norms in achievement. The 'spark' that leads children to be highly motivated readers, concentrating on reading tasks and clearly loving the process of learning to read is an intangible quality, hard to jmeasure in practice. But high levels of concentration, enjoyment of reading, and a desire to learn can be observed and recorded. All these things were seen in this study. It is possible to nurture and grow the enthusiasm, engagement and motivation that these children have if teachers demonstrate open hearts and minds in wanting to know their learners. The 'spark' or motivation in this study was also nurtured through the interconnected relationships the children had with their teachers and families and the effective teaching and learning practices displayed by the teachers. Using te reo (language) and tikanga Māori as a 'normal' part of daily practice contributed to the holistic wellbeing of the Māori children in this study, alongside strong home-school relationships. The combination of good teaching practice, good relationships and a firm but relaxed approach provides a model in action for success in supporting Maori children's beginning reading.</p>

The Role of Departmental Heads in the Procurement of Teaching and Learning Resources to Enhance Learner Performance

2021 ◽  
pp. 112-126
Author(s):  
Sizwe Blessing Mahlambi ◽  
Ailwei Solomon Mawela
Keyword(s):  
South Africa ◽  
Secondary Schools ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Basic Education ◽  
Sampling Technique ◽  
Learning Resources ◽  
Structured Interviews ◽  
Learner Performance

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

scholarly journals Novas formas de aprender e ensinar: a integração das tecnologias de informação e comunicação (TIC) na formação de professores da educação básica

2018 ◽  
Vol 11 (2) ◽  
pp. 160-176
Author(s):  
Renata Reis Chiossi ◽  
Christine Sertã Costa
Keyword(s):  
Information And Communication Technologies ◽  
Online Social Networks ◽  
Rio De Janeiro ◽  
Teaching And Learning ◽  
Basic Education ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Pedagogical Skills ◽  
Information And Communication

RESUMO: A formação docente relacionada ao uso das tecnologias digitais é uma importante questão para a Educação Básica na contemporaneidade. As novas competências docentes são fundamentais para práticas de ensino e aprendizagens exitosas, principalmente as que envolvem o uso das tecnologias, tais como Internet, dispositivos móveis, redes sociais online, entre outros recursos. A capacitação docente precisa explorar o desenvolvimento de competências e habilidades técnicas e pedagógicas, norteadas pela reconstrução do conhecimento como forma de relacionar a informação à prática formativa, utilizando a tecnologia não como um fim em si mesma, mas capaz de revolucionar a prática pedagógica. Dessa forma, o presente estudo tem como objetivo abordar a utilização das tecnologias digitais e oferecer material didático com propostas de trabalho com as TIC, a ser disponibilizado por meio de um curso de formação para docentes da Secretaria de Estado de Educação do Rio de Janeiro (SEEDUC-RJ), via plataforma Moodle, com o objetivo de capacitar e oferecer estratégias para incentivar os educadores a inserirem as tecnologias de informação e comunicação em suas práticas docentes de forma contextualizada e planejada pedagogicamente. PALAVRAS-CHAVE: tecnologias de informação e comunicação; aprendizagem colaborativa; ensino.   ABSTRACT: The teacher’s training related to the use of digital technologies is an important issue for Basic Education in contemporary times. The new teaching skills are essential to the successful teaching and learning practices, especially in those that involve the use of technologies such as the Internet, mobile devices, online social networks, among other resources. The teacher’s training needs to explore the development of technical and pedagogical skills, guided by the reconstruction of knowledge as a way of relating information to a formative practice, using technology not as an “end” in itself but as a way of changing the pedagogical practice. Thus, this study intends to discuss the use of digital technologies and offer a pedagogical material with proposals to work with ICT through a training course for teachers of the State Secretary for Education of Rio de Janeiro (SEEDUC-RJ), through the Moodle platform, in order to offer strategies to encourage Educators to insert the information and communication technologies into their teaching practices, in a contextualized and pedagogically planned way. KEYWORDS: information and communication technologies; collaborative learning; teaching.

scholarly journals Analysis of Joint School Section Practice of Private School under Universal Basic Education in Nigeria

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Muhinat Bolanle Bello
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Basic Education ◽  
Structured Interviews ◽  
School Students ◽  
School Activities ◽  
Universal Basic Education ◽  
Academic Activities ◽  
Basic School ◽  
Joint Section

This study examined the threat pose by schools operating a joint section under UBE to academic activities of both the pupils and students. The research method adopted for this study is the qualitative descriptive design of survey type. Upper basic school I, II, and III students of 15 purposively selected schools operating joint section Universal Basic Education System in Ilorin metropolis were selected for the study. Researchers-designed structured interviews with content validity and 0.77 reliability index of the instrument was the only instrument used to elicit the needed data from the respondents. The findings of the study revealed that: upper basic school students were seriously distracted the students it is meant to cater for in many ways. Based on the findings, it was recommended among others that; the same time should be allocated to both sections for both school activities since they use the same compound to decrease distraction and confusion of the students or better still, sections should be structured in different locations to reduce overpopulation in the compound thereby making teaching and learning more effective.

scholarly journals DIGITAL TECHNOLOGIES USED IN THE CLASSROOM AS SUPPORTING INSTRUMENTS IN THE EARLY YEARS OF BASIC EDUCATION

2020 ◽  
Vol 4 (7) ◽  
pp. 854-868
Author(s):  
Francisco Carlos da Silva Caetano
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Technological Innovations ◽  
Access To Information ◽  
The World ◽  
Teaching Learning ◽  
Different Content

We live in a time surrounded by innumerable technological innovations that have impacted this generation significantly, since very early people already make use of some electronic gadget, navigating a universe rich in entertainment features, allowing access to different content whether close or even far. Such technological innovations promote relevant transformations in all sectors of society, contributing to the formation of more active and participative subjects in issues of interest around themselves and the world, favoring the dissemination of popular culture and its enrichment. New technologies favor changes in thinking, acting, teaching and learning, as they have significantly contributed to the advancement of communication and access to information in real time. It is noticed that children are increasingly getting access to these technological tools and master them very skillfully, being able to teach the most advanced in age the use of these novelties. Thinking about the way the child is positioned in the technological society, this work sought to investigate the importance of using new digital technologies in the classroom to enhance the teaching-learning process in the early years of basic education.

The Ludic and Human Rights: The Anti-Racist Fight in Science Education for a Political-Scientific Formation through Graffiti Art

2021 ◽  
Vol 23 (6) ◽  
pp. 237-269
Author(s):  
Kleber Francisco da Silva ◽  
Roberto Dalmo Varallo Lima de Oliveira ◽  
Márlon Herbert Flora Barbosa Soares
Keyword(s):  
Human Rights ◽  
Teaching And Learning ◽  
Basic Education ◽  
Social Issues ◽  
Current System ◽  
Hierarchical Classification ◽  
Chemical Interactions ◽  
Structured Interviews ◽  
Chemistry Teaching ◽  
Free Data

Context: With the growing denunciations of violence and injustices in the social relationship, inside and outside schools, education based on human rights is insurgent in the current system of teaching and learning. Using the concept of school as a process of scientific, social and political construction, we planned the teaching and learning process of chemical interactions using the art of graffiti as a playful activity. Objectives: Reflection on chemistry teaching beyond the concepts of natural sciences, but also towards social issues to promote an education that transfigures the traditional model established by the hegemonic power during Brazilian history. Design: We use an ethnographic case study as a method. Scenario and Participants: In this way, we chose to bring graffiti art to chemistry workshops, since the paints are fixed on urban walls through chemical interactions between substances, building images and/or protest phrases that make us rethink the injustices and inequalities existing in Brazilian society and to dialogue the emergence of this art in the black movement with the political aspects of Human Rights. Thirteen students enrolled in a state basic education high school in the city of Goiânia-GO, Brazil, joined the workshops on Human Rights, Graffiti and Chemistry. Eight graffiti artists also participated in the workshop for free. Data collection and analysis: We used transcripts of semi-structured interviews and video-recorded workshops to categorise the data, analysing them with the Descending Hierarchical Classification technique and the use of dendrograms performed by the Iramuteq Software. Results: We obtained categories that evidence the chemical understanding of the content of chemical interactions and the socio-political understanding of human rights, and seven drawings on graffiti murals that show this correlation. Conclusions: The transgression of morals and the empowerment of the subordinate promote playfulness in the individual or collective social visibility of individuals, enabling better assimilation of scientific and social content.

O CONHECIMENTO PEDAGÓGICO DO CONTEÚDO E A DIDÁTICA ESPECÍFICA DOS PROFESSORES DE GEOGRAFIA

2020 ◽  
Vol 10 (20) ◽  
pp. 49-71
Author(s):  
José Ricardo De Oliveira ◽  
Claudivan Sanches Lopes
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Pedagogical Knowledge ◽  
Structured Interviews ◽  
Geographic Education ◽  
Pedagogical Strategies ◽  
Pedagogical Content ◽  
Analysis Methodology ◽  
Regional Center ◽  
Pedagogical Action

Este artigo contempla parte de nossa pesquisa de mestrado, a qual teve como principal objetivo analisar as estratégias didático- pedagógicas utilizadas por professores de Geografia, experientes e bem-sucedidos, que atuam na Educação Básica em escolas que pertencem ao Núcleo Regional de Maringá-PR, nos anos finais do Ensino Fundamental e Ensino Médio. Para entendermos como estes organizavam suas ações em sala de aula, cujas práticas docentes precisam conduzir os alunos a uma educação geográfica, adotamos como principal referencial teórico os estudos de Lee S. Shulman sobre a Base de Conhecimentos, em especial o Conhecimento Pedagógico do Conteúdo – CPC, que os professores necessitam para o exercício da docência, e o processo de Raciocínio e Ação Pedagógica – RAP, que retrata como os conhecimentos docentes são acionados, relacionados e construídos durante o processo de ensinar e aprender. Na metodologia adotada para esta investigação privilegiamos os aspectos qualitativos através de entrevistas individuais e semiestruturadas e observações de aulas, e realizamos a análise dos dados obtidos via metodologia da análise de conteúdo. Os resultados da pesquisa esclareceram que quando os professores acionam e mobilizam o CPC em suas aulas, a Didática da Geografia é potencializada, facilitando a compreensão e a importância desses conteúdos para os alunos. PALAVRAS-CHAVE Conhecimento Pedagógico do Conteúdo, Processo de raciocínio e ação pedagógica, Didática da Geografia, Formação do professor de Geografia.   THE DEVELOPMENT OF PEDAGOGICAL KNOWLEDGE OF CONTENT AND THE SPECIFIC DIDACTICS OF TEACHERS OF GEOGRAPHY ABSTRACT This article includes part of our master's research, which had as main objective to analyze the didactic-pedagogical strategies used by Geography teachers, experienced and successful, who work in Basic Education in schools that belong to the Educational Regional Center of Maringá-PR, in the final years of elementary and high school. In order to understand how teachers organized their actions in the classroom, whose teaching practices need to lead students to geographic education, we adopted Lee S. Shulman's studies on the Knowledge Base, especially the Pedagogical Knowledge of the Content - CPC, which teachers need for the exercise of teaching and the process of Reasoning and Pedagogical Action - RAP, which portrays how teaching knowledge is triggered, related and constructed during the process of teaching and learning. Therefore, the methodology adopted for this investigation privileged the qualitative aspects through individual and semi-structured interviews and observations of classes, whose analysis of the data obtained was carried out by the content analysis methodology. The results of the research clarified that, when teachers activate and mobilize the CPC in their classes, the Didactics of Geography is enhanced, facilitating the understanding and the importance of these contents for students. KEYWORDS Pedagogical Content Knowledge, Pedagogical action and reasoning process, Didactics of Geography, Geography teacher training.

scholarly journals ISSUES OF ICT INTEGRATION IN RURAL SECONDARY SCHOOLS OF KAZAKHSTAN

2021 ◽  
pp. 84-93
Author(s):  
A. Kurmangaliyev
Keyword(s):  
Information And Communication Technologies ◽  
Rural Schools ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Poor Quality ◽  
Educational Process ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Ict Integration ◽  
Information And Communication

The problem with attaining education equality for various categories of the population has been one of the priority topics of social and political studies. Kazakhstan has recently stated the aim to ensure equal access for all participants in the educational process to the best resources and technologies. However, half of all state schools are in rural areas and supporting them is often inadequate in comparison to urban schools. These schools have minimal infrastructure, for example, a lack of proper Internet access and professional development opportunities for teachers. The barriers to information and communication technologies in education seem to be one of the main issues for teaching staff in rural settings. The purpose of this research was to explore the issues of ICT integration in teaching and learning processes among secondary school teachers. This multiple case study explored the experiences of eight instructors from three rural schools through semi-structured interviews, lesson observations, and curriculum analysis. The results reveal evidence of the very poor quality of the Internet in visited rural schools. The findings also demonstrate that teachers often have to use their personal mobile phones at work despite the ban from administration. This, along with the poor technological capability of the schools, negatively affects the educational process in visited schools.

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