Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up
O objetivo de esta pesquisa foi descrever a experiência dos discentes da licenciatura em Física no ensino remoto emergencial em um curso de graduação de uma universidade pública do brasil em decorrência da Covid-19. Trata-se de um relato de experiência nesse processo de ensino remoto emergencial, após as medidas de afastamento social em consequência da pandemia. Como metodologia se utilizo questionário com 10 (dez) questões utilizando Google forms para obter informação e opinião da maioria dos alunos do curso. Como resultados das experiências com o ensino remoto perpassou pela capacitação e acompanhamento dos docentes e discentes quanto o uso de ferramentas virtuais, bem como pela necessidade de readequação das estratégias de ensino, utilização de diversas ferramentas de tecnologias digitais para propor possíveis produtos que compuseram atividades educacionais, essa mudança drástica para o ensino remoto não foi processo fácil nem para os professores nem para os alunos. Encarar esses processos que para alguns pode ter sido tranquilo com relação ao uso de tecnologias, mas se encontram grandes dificuldades em outros.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.