scholarly journals Motivação e experiência educacionais dos alunos e professores no contexto de ferramentas digitais no período de pandemia

2021 ◽  
pp. 214
Author(s):  
LUIZ MANOEL LOPES
Keyword(s):  
Family Environment ◽  
Learning Process ◽  
Practical Knowledge ◽  
Digital Technologies ◽  
Educational Experience ◽  
Digital Tools ◽  
Pedagogical Practice ◽  
Bilateral Relationship ◽  
Technological Tools ◽  
The Face

 O presente artigo aborda a experiência educacional em tempos de pandemia, na relação bilateral aluno e professor, frente às novas ferramentas digitais. O objetivo é apresentar o ambiente familiar como motivação para o aluno, buscando lançar um novo olhar para a prática pedagógica, voltada para ferramentas educacionais e tecnologias digitais. Nesse novo cenário, percebemos também novos hábitos do aprendizado. A metodologia do presente estudo, de caráter descritivo e exploratório, aborda estudo bibliográfico e documental em que se discutem as contribuições das tecnologias digitais para a motivação dos alunos diante do processo de aprendizagem no momento em que se enfrenta a pandemia do novo Coronavírus. O artigo traz como contribuição uma breve análise do processo de aprendizagem da relação bilateral e do conhecimento prático através das ferramentas tecnológicas, novas habilidades pedagógicas, e no desenvolvimento educacional tecnológico.Palavras-chaves: Ambiente motivador. Ferramentas tecnológicas. Habilidades tecnológicas. COVID-19. Motivation and educational experience of students and teachers in the context of digital tools in the pandemic period. ABSTRACTThis article discusses the educational experience in times of pandemic, in the bilateral relationship between student and teacher, in the face of new digital tools. The objective is to present the family environment as motivation for the student, seeking to launch a new look at pedagogical practice, focused on educational tools and digital technologies. In this new scenario, we also noticed new learning habits. The methodology of this study, of descriptive and exploratory character, addresses bibliographic and documentary study in which the contributions of digital technologies to the motivation of students in the learning process are discussed at the moment when the pandemic of the new Coronavirus is faced. A brief analysis of the learning process of the bilateral relationship and practical knowledge through technological tools, new pedagogical skills, and technological educational development.Keywords: Motivating environment. Technological tools. Technological skills

scholarly journals Aprendizagem baseada em projetos: contribuições das tecnologias digitais

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Diego De Oliveira Silva ◽  
Juscileide Braga Castro ◽  
Gilvandenys Leite Sales
Keyword(s):  
Elementary School ◽  
Digital Technologies ◽  
Project Based Learning ◽  
Digital Tools ◽  
Pedagogical Practice

Resumo: A inserção de recursos tecnológicos em sala de aula traz novas possibilidades e desafios para a prática pedagógica. No entanto é preciso que haja um planejamento que contemple as peculiaridades destas novas ferramentas, permitindo que professores e alunos possam usufruir de suas vantagens. Dessa forma, este trabalho se propõe a apresentar intervenções baseadas na Aprendizagem Baseada em Projetos (ABP) realizadas em uma escola municipal de Fortaleza, bem como analisar as contribuições das tecnologias digitais neste tipo de metodologia. Para isso são detalhados os projetos “Um Mundo de Informações” e “Pensar, Conectar e Fazer” aplicados, respectivamente, em turmas de 5° e 6° anos do Ensino Fundamental. Além disso, é realizada uma avaliação das ferramentas digitais utilizadas nestas atividades. Concluiu-se que a utilização destas ferramentas influenciou de maneira positiva na aplicação dos projetos, além de permitir a integração do conhecimento em nível interdisciplinar e na criação de produtos educacionais.Palavras-chave: Aprendizagem baseada em projetos. Tecnologias digitais. Metodologia Ativa. Interdisciplinaridade.  PROJECT-BASED LEARNING: CONTRIBUTIONS OF DIGITAL TECHNOLOGIES Abstract: The insertion of technological resources in the classroom brings new possibilities and challenges to a pedagogical practice. However, there is a need for planning that addresses the new tools, allowing teachers and participants to take advantage of them. Thus, this work is projected in Project-Based Learning (ABP) in a municipal school in Fortaleza, as well as data from digital technologies in this type of methodology. To this end, the "Um Mundo de Informações" and "Pensar, Conectar e Fazer" projects, carried out, respectively, in the 5th and 6th grades of Elementary School are detailed. In addition, it is performed an evaluation of the digital tools used in these activities. It was concluded that the use of the tools influenced in a positive way in the application of the projects, besides allowing an integration of knowledge at an interdisciplinary level and in the generation of educational products.Keywords: Project-based learning. Digital technologies. Active Methodology. Interdisciplinarity.

scholarly journals Seleção de tecnologias digitais para a gerência de projetos em disciplinas de projeto integrado

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Danilo Almeida Felipe ◽  
Tânia Saraiva de Melo Pinheiro
Keyword(s):  
Project Management ◽  
Digital Technologies ◽  
Digital Tools ◽  
Agile Methods ◽  
Pedagogical Practice ◽  
New Class ◽  
Class Time ◽  
De Se ◽  
Integrated Project ◽  
Selection Of

Resumo: A disciplina de Projeto Integrado estudada é um componente curricular de caráter interdisciplinar que visa relacionar as unidades do currículo entre si em e com a realidade profissional. Além da interlocução com outras disciplinas – seus conteúdos e docentes – tem-se equipes de alunos resolvendo problemas sociais reais, desenvolvendo projetos enquanto aprendem os conteúdos necessários para desenvolvê-los. Dificuldades em sua complexa condução levaram à constatação da importância de se utilizar métodos de gerenciamento de projetos, e posteriormente de se dispor de tecnologias digitais que as apoiassem. Este estudo teve o objetivo geral de selecionar tecnologias digitais online para apoiar a gerência dos projetos integrados. A metodologia adotada consistiu, inicialmente, da observação da prática pedagógica para identificar os requisitos necessários a serem atendidos pelas tecnologias, seguida da análise comparativa de ferramentas digitais gratuitas disponíveis, finalizando com sua configuração para uma nova turma de Projeto Integrado. A partir de princípios pedagógicos estabelecidos foram selecionadas duas ferramentas, sendo uma para gerência de projetos e, de forma complementar, outra para organização dos arquivos digitais manuseados. A análise dos resultados ainda é preliminar, porque o semestre letivo ainda está em andamento, mas já apontam para uma maior capacidade de acompanhamento do trabalho, por alunos e docentes envolvidos. Entretanto, já se observa a necessidade de se alocar mais tempo de aula para orientações tanto em gerência de projetos quando na ferramenta selecionada para este fim.Palavras-chave: Projeto Integrado. Gerência de Projetos. Métodos Ágeis.  SELECTION OF DIGITAL TECHNOLOGIES FOR PROJECT MANAGEMENT IN DISCIPLINES OF INTEGRATED PROJECT Abstract: The Integrated Project discipline is an interdisciplinary curricular component that aims to relate curriculum units, themselves and with professional reality. In addition to the connection with other disciplines - their contents and professors - it has teams of students solving real social problems, developing projects while they learn the necessary contents. Such complexity led to the importance of using project management methods, and to have digital technologies to support them. This study aimed to select online digital technologies to support the management of Integrated Projects. The methodology consisted initially of observing the pedagogical practice to identify the technologies requirements to be met, followed by the comparative analysis of available free digital tools, and finalizing with its configuration for a new class of Integrated Project. Based on established pedagogical principles, two tools were selected, one for project management and another for the organization of digital files handled. The analysis of the results is still preliminary because the semester is still in progress, but they point out to a better condition to monitor the work, by students and teachers involved. However, we have already observed the need to allocate more class time to orientations both in project management and in the tool selected for this purpose.Keywords: Integrated Project. Project Management. Agile Methods.

Technology-Enhanced Classroom to Enhance Critical Thinking Skills

2019 ◽  
pp. 225-244
Author(s):  
Alice Omariba
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Digital Workplace ◽  
Student Groups ◽  
Technological Tools ◽  
The Face ◽  
The Impact

This chapter describes how the impact of digital technology can now be felt in all spheres of life leading to global competition especially in education. The vision for technology-enhanced classrooms is one in which student groups work on long-term, multidisciplinary projects involving challenging content that is interesting and important to them with the support of technological tools for collecting, analyzing, displaying and communicating information. In the face of severe social and economic challenges, many developing countries are struggling to overcome barriers to the integration of digital tools in education to help students develop high-order skills and global competences for life and work. This chapter is intended to further discussions on incorporating technologies into instruction in order to bridge the gap between critical thinking skills and digital tools, and helping learners to become globally competent at the digital workplace.

Technology-Enhanced Classroom to Enhance Critical Thinking Skills

2021 ◽  
pp. 488-506
Author(s):  
Alice Omariba
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Digital Tools ◽  
Digital Workplace ◽  
Student Groups ◽  
Technological Tools ◽  
The Face ◽  
The Impact

This chapter describes how the impact of digital technology can now be felt in all spheres of life leading to global competition especially in education. The vision for technology-enhanced classrooms is one in which student groups work on long-term, multidisciplinary projects involving challenging content that is interesting and important to them with the support of technological tools for collecting, analyzing, displaying and communicating information. In the face of severe social and economic challenges, many developing countries are struggling to overcome barriers to the integration of digital tools in education to help students develop high-order skills and global competences for life and work. This chapter is intended to further discussions on incorporating technologies into instruction in order to bridge the gap between critical thinking skills and digital tools, and helping learners to become globally competent at the digital workplace.

Adopting Digital Technologies in the Administration of Technical and Engineering Education

2014 ◽  
pp. 189-199
Author(s):  
Abubakar Sadiq Bappah
Keyword(s):  
General Education ◽  
Engineering Education ◽  
Learning Environments ◽  
School Administration ◽  
Digital Technologies ◽  
Interactive Whiteboard ◽  
Education Administration ◽  
Digital Tools ◽  
Online Content ◽  
Technological Tools

Available literature on the use and integration of digital technologies in education place too much emphasis on variables at classroom level and neglect other areas of possible application. Traditionally, they are more concerned with the prospects and limitations of digital tools in transforming the present isolated, teacher-centered, and text-bound classrooms into rich and student-focused learning environments using mainly presentational software such as PowerPoint and interactive whiteboard software, revision software, and online content services. However, the level of studies in the area adoption of digital technologies in education administration is still in its infancy, especially that which focuses on administration and management of Technical and Engineering Education. In order to have a fairly distributed literature, this chapter presents an up-to-date technical review on the applicability of digital technologies in school administration. Specifically, it examines the vast opportunities for the adoption of digital technologies in the administration of general education and its implication on Technical and Engineering Education. These emerging technologies provide a diverse set of technological tools and resources for effective and efficient administration of Technical and Engineering Education appropriate to the changing world of work.

scholarly journals Socioeconomic changes, digital technologies and neuroeducation during the COVID-19 era

2020 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Lampou
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Social Media ◽  
Learning Process ◽  
Mental Health Problems ◽  
Digital Technologies ◽  
Digital Tools ◽  
Care Level ◽  
Socioeconomic Changes ◽  
Approach To Teaching

This paper maintains that the management of the pandemic, which relied mainly on digital tools, can become effective when it covers many sectors. Digital technologies enabled us to contain the epidemic on an administrative level and a health care level. Homeschooling is also possible with the help of digital tools and it contributed significantly to the control of COVID-19 spread. Digital technologies can also relieve the mental health problems that are caused or that are aggravated by the lockdown. Psychological support can be provided online even through social media. Neuroeducation had always been an effective approach to teaching. Nowadays, neuropedagogy is even more necessary in order to address the problems that arise because of the excessive use of digital tools in the learning process.

scholarly journals M-learning for the Art of Drawing: Informal Learning for a Digital Age

2018 ◽  
Vol 12 (5) ◽  
pp. 152
Author(s):  
Chananchida Yuktirat ◽  
Apisak Sindhuphak ◽  
Krissana Kiddee
Keyword(s):  
Informal Learning ◽  
Learning Process ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Art Teachers ◽  
Digital Tools ◽  
Stratified Random Sampling ◽  
Art World ◽  
The World

<p><strong>Abstract</strong><strong>—</strong> Mobile learning (M-learning) has become part of a rich mix of new features and facilities in the teaching and learning process, and with the advent and proliferation of the smartphone, M-learning is reaching new heights. I<em>n the art world, M-learning is also being explored, and as students can be connected to their teacher from anywhere in the world, there is no longer the need for a physical studio to learn the magic of art. The researchers therefore set out to create a course using digital technologies for teaching the Art of Drawing online. Initially, the </em>researchers made use of the <em>Delphi</em> method to query a panel of 19 experts in the fields of art education, educational technologists and artists to gather their input for an online, M-Learning course model. After which, 248 Facebook members belonging to the ‘Society of the Professional Art Teachers Development of Thailand’ were selected by use stratified random sampling. From these members, 201 opted to participate in a 2-month M-learning course concerned with the Art of Drawing. Results revealed that both the experts and the course students found the use of digital tools such as the iPad, tablet, and smartphone as very appropriate in learning the Art of Drawing. The same was true for the applications as well.</p>

DIGITAL TECHNOLOGIES – A MODERN METHODOLOGICAL MODEL IN LITERATURE TEACHING

2021 ◽  
Vol 12 (2) ◽  
pp. 463-468
Author(s):  
Magdalena Trifonova ◽  
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Reading Skills ◽  
Digital Technologies ◽  
Methodological Framework ◽  
Literature Teaching ◽  
Technological Tools ◽  
Perception Analysis ◽  
Innovative Techniques

he text addresses the issue of the practical applicability of innovative techniques and approaches in the teaching of literature in the junior high school stage as an option for motivating the reading skills of adolescents. The focus has shifted to the methodological side of the learning process. The works by Bulgarian authors, included in the curriculum for 6th grade, were used as source works, but the emphasis was placed on the creative reading of the poem „Brothers of Gavrosh“ by Hristo Smirnenski. A model for an illustrative methodological framework for the perception, analysis and interpretation of the work with the help of technological tools is presented. The positives and negatives of the approbation of the creative approach in the teaching of literature are presented.

DIGITAL INSTRUMENTS IN THE EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 1 (9) ◽  
pp. 134-138
Author(s):  
S. M. MOLCHANOVA ◽  
Keyword(s):  
Learning Process ◽  
Digital Technologies ◽  
Educational Environment ◽  
Research Topic ◽  
Educational Process ◽  
Digital Tools ◽  
Process Characteristics ◽  
Legal Literacy ◽  
Online Platforms ◽  
Modern Learning

The article discusses the issues of introducing digital technologies into education. Examples of some online platforms of educational programs of universities, digital tools that allow to optimize the learning process, characteristics of digital educational resources and models of the needs of the educational process used in the modern learning process for the continuous educational process are presented. The problems arising in the course of digitalization of the educational environment are outlined. The need to improve the regulatory framework of the research topic and stimulate the development of digital legal literacy is noted.

scholarly journals Tangibly understanding intangible complexities: Designing for distributed autonomous organizations

2019 ◽  
Vol 6 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Bettina Nissen ◽  
Ella Tallyn ◽  
Kate Symons
Keyword(s):  
Distributed Systems ◽  
Interaction Design ◽  
Digital Technologies ◽  
Interactive Systems ◽  
Collaborative Practice ◽  
The Internet ◽  
The Face ◽  
Future Technologies ◽  
The Internet Of Things

Abstract New digital technologies such as Blockchain and smart contracting are rapidly changing the face of value exchange, and present new opportunities and challenges for designers. Designers and data specialists are at the forefront of exploring new ways of exchanging value, using Blockchain, cryptocurrencies, smart contracting and the direct exchanges between things made possible by the Internet of Things (Tallyn et al. 2018; Pschetz et al. 2019). For researchers and designers in areas of Human Computer Interaction (HCI) and Interaction Design to better understand and explore the implications of these emerging and future technologies as Distributed Autonomous Organisations (DAOs) we delivered a workshop at the ACM conference Designing Interactive Systems (DIS) in Edinburgh in 2017 (Nissen et al. 2017). The workshop aimed to use the lens of DAOs to introduce the principle that products and services may soon be owned and managed collectively and not by one person or authority, thus challenging traditional concepts of ownership and power. This workshop builds on established HCI research exploring the role of technology in financial interactions and designing for the rapidly changing world of technology and value exchange (Kaye et al. 2014; Malmborg et al. 2015; Millen et al. 2015; Vines et al. 2014). Beyond this, the HCI community has started to explore these technologies beyond issues of finance, money and collaborative practice, focusing on the implications of these emerging but rapidly ascending distributed systems in more applied contexts (Elsden et al. 2018a). By bringing together designers and researchers with different experiences and knowledge of distributed systems, the aim of this workshop was two-fold. First, to further understand, develop and critique these new forms of distributed power and ownership and second, to practically explore how to design interactive products and services that enable, challenge or disrupt existing and emerging models.

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