Uso de recursos educativos digitais por educadores das séries iniciais do ensino fundamental

Santos, Gislene Munhoz dos; Casarín, Helen de Castro Silva; Almeida, Cátia Candida; Lucas, Margarida

doi:10.1590/1981-5344/40006

Cited by 3 publications

(2 citation statements)

References 12 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many articles in the findings indicate that significant changes continue to occur in the integration of new technologies, but there is a need to continue to make teachers digitally literate. This is an extremely important point, as teachers need to develop their digital competencies for our students to benefit from them, which can be developed through training [27,35,37,38,43,44,49,53,55,56,58,65,71,[73][74][75][76][77]79,81,83]. Different extracted studies generate gaps in the subject of digital and information literacy in basic-education teachers, which should be addressed in future research; we must take into account that, in basic education, we need teachers qualified in their area of study, despite the lack of teacher training in digital competency [32,33,37,46,48,50,68,72,78,82].…”

Section: Discussionmentioning

confidence: 99%

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Fernández-Otoya,

Cabero-Almenara,

Pérez-Postigo

et al. 2024

Education Sciences

View full text Add to dashboard Cite

Digital transformation has become constant and has forced governments to reevaluate the validity of their educational models; therefore, regarding digital and information literacy, to train teachers to improve new digital skills becomes essential. For these reasons, this research will explore the instruction of teachers in digital and information literacy in basic education; likewise, there will be an observation of the research’s theoretical-methodological characteristics related to these variables, and, also, we will carry out an analysis of the most pertinent contributions on the impact of new literacies and competencies in the teaching–learning processes in basic education, with the purpose of obtaining a current state overview of its teacher training within the framework of the technologies’ usage linked to teaching. This review was based on the guidelines of the PRISMA protocol, and to select 56 documents, the Scopus and Web of Science (WoS) databases were used. The results show that, in the Scopus database, Spain is the country with the most research on the subject, with 29% of the total, followed by Indonesia, with 6%, and the United States, with 4%, and that the articles focus mainly on the social sciences and computer science. Likewise, in WoS, the country with the most research on the subject is Spain, with 30%, followed by Russia, with 10%, and Norway, with 8%, and the articles mainly revolve around the categories of education and communication. The research related to this topic uses a quantitative approach in 68%, a qualitative approach in 25% and a mixed approach in 7%. It was shown that there is a direct relationship between digital and information literacy and digital competency. In addition, it is also emphasized that digital and information literacy are continuous and long-term processes. More didactic proposals on digital skills would be necessary, over government policies and efforts, to achieve a community with a high level of digital and information literacy.

show abstract

Section: Discussionmentioning

confidence: 99%

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Fernández-Otoya,

Cabero-Almenara,

Pérez-Postigo

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In the educational context, amid the various strategies that aim to overcome such challenges and contemplate more pleasurable and engaging approaches, the use of educational resources 1 digital are increasingly present in the daily lives of individuals and begin to enter with greater intensity in the current context, a process accelerated by the Covid-19 pandemic (SANTOS et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Science teaching and playfulness: Potentialities of the application "Desrotulando" as an educational resource

Correia,

Sousa

2023

View full text Add to dashboard Cite

In this work, of qualitative nature and documentary nature, the possibilities of an application, which does not have didactic purposes, as an educational resource for playful approaches in Science Teaching on topics related to food and health are investigated. Data collection took place through the capture of screens with a smartphone device, seeking elements in all areas of the application, taking into account its other tools. The process of data analysis occurred through proposals of documentary research, considering the processes of exploratory, selective, analytical and interpretative reading. With regard to interpretation, this occurred through correlations with the theoretical references of the areas of Biochemistry, Playfulness and Science Teaching. From the analyses, it is possible to conclude that the application, when thought of as an educational resource, presents potentiality for the development of playful approaches in the teaching of Sciences, fostering an active posture in the production of knowledge. In addition, the content has accessible and easily understood language, without losing the meaning of the concepts that are addressed about nutrients and health. However, the application only does not guarantee that the student reflects on the deeper aspects of these themes, being fundamental the role of the educator in the process of deepening, problematizing and contextualizing on the topics addressed.

show abstract

Contributos Da Docência Poética E Das Tecnologias Digitais Para Aulas De Português Língua De Herança

Oliveira,

Dorneles,

Ferreira

2023

Rev. Contemp.

View full text Add to dashboard Cite

Pretendeu-se, com este artigo, analisar uma estratégia de ensino aplicada em uma turma de Português como Língua de Herança (MELO-PFEIFER, 2018; RINGHOFER & BOLACIO, 2020) da Associação Raízes para a Língua e a Cultura Brasileira, em Genebra, na Suíça. Essencialmente, foram destacados os contributos que as Tecnologias Digitais (TD) (BELUSSO & PERUCHIN, 2018) e a condução da proposta sob o pressuposto de uma Docência Poética (CORAZZA, 2019) equacionaram para o processo, que culminou com a produção de uma revista digital, intitulada ‘Super Raízes – Vol.1’. O projeto realizou-se em 9 aulas, com duração de 2 horas cada, totalizando 18 horas de trabalho. A metodologia aplicada para este trabalho é enquadrada em um paradigma interpretativo de natureza qualitativa (COUTINHO, 2018; DENZIN & LINCOLN, 2018), numa abordagem de Estudo de Caso (RIOS, 2021; YIN, 2001), com características etnográficas (COSTA et al., 2018; LÓPEZ, 1999). Os resultados apontam para o estímulo à motivação dos estudantes no envolvimento das aulas, com destaque ao acréscimo das TD no processo de ensino-aprendizagem e ao resgate de uma docência que sonha.

show abstract

Uso de recursos educativos digitais por educadores das séries iniciais do ensino fundamental

Cited by 3 publications

References 12 publications

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Digital and Information Literacy in Basic-Education Teachers: A Systematic Literature Review

Science teaching and playfulness: Potentialities of the application "Desrotulando" as an educational resource

Contributos Da Docência Poética E Das Tecnologias Digitais Para Aulas De Português Língua De Herança

Contact Info

Product

Resources

About