Interação e aprendizagem em Sites de Redes Sociais: uma análise a partir das concepções sócio-históricas de Vygotsky e Bakhtin

Rabello, Cíntia Regina Lacerda

doi:10.1590/1984-639820156288

Cited by 9 publications

(11 citation statements)

References 4 publications

(11 reference statements)

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“…The social networking site helped promote dialogue and interaction among students and teachers/mediators in a collaborative construction of knowledge. This aspect was also commented by Rabello [17], who also used the Facebook ® platform in English language teaching, and analyzed the dynamics of the activity from the socio-historical conceptions of Vygotsky and Bakhtin.…”

Section: Discussionmentioning

confidence: 91%

Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

et al. 2020

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20Increasingly, blending teaching has become a reality in a generation where the digital language is 21 present in virtually every activity. In addition to allowing greater independence and encouraging 22 students to learn at their own pace, blending teaching allows the student to easily access reliable 23 information quickly. Therefore, new studies related to active learning methodology are fundamental. 24 In this study we analyzed 69 interactions between high school students and their teachers in a biology 25 learning activity using a social networking site and the methodology proposed by Mortimer and Scott. 26 The results showed that the prior knowledge of students as well as questions posing challenges and 27 problems to be solved, a very important approach in learning Science Methodology, were barely 28 explored by teachers and mediators (17% and 1%, respectively). Our data demonstrated that the use 29 of digital technology alone does not guarantee interactions that contribute to the learning process in 30 the field of natural sciences. Proposals were also discussed so that these interactions become more 31 diversified and interesting for students, arousing interest in research and promoting the knowledge 32 of scientific methodology. 33 42 billion users worldwide, with 127 million in Brazil, according to data from the site itself. Therefore, 43 the Internet needs to be considered when thinking about Brazilian education, and specifically, the use 44 of social media, such as Facebook ® , can be of great value in the development of educational activities. 45Regarding this matter, there is a methodology known as Blending Teaching, which mixes 46 traditional classes with the use of virtual environment. In this teaching approach, the main focus 47

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Section: Discussionmentioning

confidence: 91%

Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

et al. 2020

Preprint

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“…As previously stated, this study aimed at integrating digital technologies through the creation of an online learning environment for pre-service teachers as an interactive and collaborative space that would contribute to breaking the teacher focused traditional education paradigm. To this end, the creation of a Facebook group was found to be an opportunity to decentralize the knowledge construction by using a commonly used social network to expand perspectives of pre-service teachers on educational practices, as suggested by Finardi and Porcino (2015) and Rabello (2015).…”

Section: Digital Technologies Use By Pre-service Teachermentioning

confidence: 99%

Integrating Digital Technologies in Brazilian English Language Teacher Education Through Blended Learning

Mendes

Finardi

2020

Educ. rev.

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This paper aims at reflecting upon the integration of digital technologies in the form of blended learning (BL) approaches in Pre-service English Language Teaching (ELT) Education. With that aim, a BL approach was designed and implemented in a pedagogical intervention carried out in the form of an action research in a pre-service ELT practicum course in a federal university in Brazil. Data includes questionnaires and interviews administered to the pre-service English teachers and observations carried out in the practicum course. The analysis of data suggests that despite little involvement in the online environment, the BL approach was able to promote critical reflection on the integration of digital technologies in ELT. Moreover, it showed that pre-service teachers’ views of the educational value attributed to the online environment and professors’ readiness to offer varied and innovating learning options may determine the success of the integration of digital technologies in BL outcomes. The study concludes that the implementation of BL approaches in pre-service ELT education provides a space for reflection on action fostering informed pedagogical decisions regarding the integration of digital technologies in ELT.

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“…Despite the possibilities afforded by the web 2.0 for the development of autonomy in the postmodern educational scenario and for English language teaching/learning in particular (Graddol, 2006), and in view of the widespread use of Facebook in Brazil (Note 4) coupled with the fact that much of the information online is in English (Graddol, 2006;Finardi, Prebianca, & Momm, 2013), it would be reasonable to expect that Facebook was used as an English teaching/learning space (e.g., Rabello, 2015) too and not only as an entertainment social network. However, this is the contrary of what was found by Finardi and Porcino (2015), Finardi et al (2013), Finardi and Veronez (2013) and Finardi and Pimentel (2013) in that context.…”

Section: Educational Context In the 21st Centurymentioning

confidence: 99%

“…Educational practices are not always in tune with current trends in society, perhaps due to the the many challenges associated with the incorporation of technologies in teaching methodologies (Wagner et al, 2015), especially on the part of teachers (Prebianca, Cardoso, & Finardi, 2014;Prebianca, Finardi, & Cardoso, 2015) and despite some relevant efforts on the contrary (e.g., Dias & Pimenta, 2015;Rabello, 2015).…”

Section: Educational Context In the 21st Centurymentioning

confidence: 99%

Current Trends in ELT and Affordances of the Inverted CLIL Approach

Finardi¹

2015

SELT

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The aim of the study is to review current trends in English Language Teaching (ELT) technologies and methodologies to analyze affordances of an approach proposed by Finardi (in press) and called the Inverted CLIL approach. With that aim, the study reviews ELT technologies and methodologies in general and the Content and Language Integrated Learning (CLIL) approach with the use of Massive Online Open Courses (MOOCs) and the Inverted Classroom approach in particular. A teaching project based on the Inverted CLIL approach to teach Sustainability through English as a foreign language is elaborated as an example. Results of the study suggest that technologies have a crucial role in language teaching and should be critically incorporated in ELT methodologies. Moreover, the analysis of the Inverted CLIL approach suggests that it represents a relevant alternative for ELT and a good example of the incorporation of technology in current ELT methodologies.

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Interação e aprendizagem em Sites de Redes Sociais: uma análise a partir das concepções sócio-históricas de Vygotsky e Bakhtin

Cited by 9 publications

References 4 publications

Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

Patterns of discursive interactions between students and teachers in the biology learning process in High school: the use of social media

Integrating Digital Technologies in Brazilian English Language Teacher Education Through Blended Learning

Current Trends in ELT and Affordances of the Inverted CLIL Approach

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