Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.79-88
G. Schmitz, Saulo Roth Dalcin, C. Oliveira, J. Rocha
Alcohol consumption is high among adolescents. It is important to implement preventive policies to avoid alcohol consumption by adolescents. We assessed the preconceptions of 171 Brazilian adolescents (15 to 18 years) from high school, on the use of alcohol. We compared students’ view with the scientific information to inform educators about the potential social and biological hazards of ethanol consumption that could be used as support material in the classroom. Students’ approval of alcohol consumption was high. However, the knowledge about chronic toxicological risks of alcohol consumption was almost absent. These results indicate that, in the students' conception, the neurobiological reward provided by alcohol outweighs the negative impacts of this substance. Thus, we strongly suggest that basic school curricula must cover the socio-toxicological effects of ethanol consumption as a strategy to increase the visibility and perceptions about the negative impact of alcohol consumption.
{"title":"Brazilian high school students conceptions about alcoholic beverages","authors":"G. Schmitz, Saulo Roth Dalcin, C. Oliveira, J. Rocha","doi":"10.14571/BRAJETS.V14.N1.79-88","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.79-88","url":null,"abstract":"Alcohol consumption is high among adolescents. It is important to implement preventive policies to avoid alcohol consumption by adolescents. We assessed the preconceptions of 171 Brazilian adolescents (15 to 18 years) from high school, on the use of alcohol. We compared students’ view with the scientific information to inform educators about the potential social and biological hazards of ethanol consumption that could be used as support material in the classroom. Students’ approval of alcohol consumption was high. However, the knowledge about chronic toxicological risks of alcohol consumption was almost absent. These results indicate that, in the students' conception, the neurobiological reward provided by alcohol outweighs the negative impacts of this substance. Thus, we strongly suggest that basic school curricula must cover the socio-toxicological effects of ethanol consumption as a strategy to increase the visibility and perceptions about the negative impact of alcohol consumption.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"79"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48659102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.106-126
Camila Martins, R. Macedo, S. Silveira
This paper presents the study and the development of Quiz EDUC, an educational tool for teachers and students from final years of Elementary School. This tool aims to improve the teaching process, supporting the students to understand concepts during classes and also to motivate the students during this process making the classes more interesting. In order to validate Quiz EDUC, a case study was performed involving teachers and students from Brazilian public schools of the State of Rio Grande do Sul. The results indicate that Quiz EDUC is intuitive, providing a simple interface, simplifying the learning process and that is also easy for teachers and students to use it.
{"title":"Quiz EDUC: ferramenta para construção de quiz educacional","authors":"Camila Martins, R. Macedo, S. Silveira","doi":"10.14571/BRAJETS.V14.N1.106-126","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.106-126","url":null,"abstract":"This paper presents the study and the development of Quiz EDUC, an educational tool for teachers and students from final years of Elementary School. This tool aims to improve the teaching process, supporting the students to understand concepts during classes and also to motivate the students during this process making the classes more interesting. In order to validate Quiz EDUC, a case study was performed involving teachers and students from Brazilian public schools of the State of Rio Grande do Sul. The results indicate that Quiz EDUC is intuitive, providing a simple interface, simplifying the learning process and that is also easy for teachers and students to use it.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"106"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48308355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.11-16
Srilis Leonel Mourão
The objective of this text is to bring to discussion the Law 13.415/2017 and its implications in the high school curriculum of art education (music, dance and drama), more specifically the articles 26 and 36 directly related to this education level. The teaching of arts in the last decade has achieved great advances regarding specific contents that better suits the job market, with the inclusion of music as a mandatory component in the curriculum matrix, expansion of full-time schools and the creation of Federal Institutes through Law 11.892 / 2008. However, the law 13.415/2017 points to a drawback in these achievements, maximizing some aspects in a way, but reducing in others. While extending the time of the student in the classroom with full-time high school classes, the law does not provide a proper structure for the additional demands that follow. On the contrary, the law may be interpreted as considering certain disciplines “superfluous”, causing a rupture in the educational process from elementary school to high school. This text is intended to bring some specific points for reflection, seeking to create a dialogue between excerpts of LDB 9394/96 and 13.415/2017 and authors that study the high school curriculum, and thus allowing an exchange of information that may bring a clear view of the implications of such reforms.
{"title":"A lei 13.415/2017 e algumas implicações no currículo do ensino médio no que tange ao ensino de artes","authors":"Srilis Leonel Mourão","doi":"10.14571/BRAJETS.V14.N1.11-16","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.11-16","url":null,"abstract":"The objective of this text is to bring to discussion the Law 13.415/2017 and its implications in the high school curriculum of art education (music, dance and drama), more specifically the articles 26 and 36 directly related to this education level. The teaching of arts in the last decade has achieved great advances regarding specific contents that better suits the job market, with the inclusion of music as a mandatory component in the curriculum matrix, expansion of full-time schools and the creation of Federal Institutes through Law 11.892 / 2008. However, the law 13.415/2017 points to a drawback in these achievements, maximizing some aspects in a way, but reducing in others. While extending the time of the student in the classroom with full-time high school classes, the law does not provide a proper structure for the additional demands that follow. On the contrary, the law may be interpreted as considering certain disciplines “superfluous”, causing a rupture in the educational process from elementary school to high school. This text is intended to bring some specific points for reflection, seeking to create a dialogue between excerpts of LDB 9394/96 and 13.415/2017 and authors that study the high school curriculum, and thus allowing an exchange of information that may bring a clear view of the implications of such reforms.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.56-78
N. Araujo
This study analyzed and identified the Critical Success Factors that most influence teaching practice. These factors involved aspects such as: teaching tools, perceived quality, training and psychological well-being. The objective was to contribute data that corroborate the development of teaching practices in the school environment, reflecting on the students' better performance. It was found that the use of Critical Success Factors (FCS) can positively influence teacher performance, and that by improving classroom management, their professional performance is increased. The theoretical references used were Rockart's Critical Success Factors (1979) and the perceived quality of Parasuraman et al. (1990). The instruments used for the analysis were the Kolmogorov-Smirnov (1979), to identify and describe the Critical Success Factors that assisted teaching practice, and the Servqual de Parasuraman et al. (1990), to analyze the quality of teachers' service, perceived by school managers. As the Kolmogorov-Smirnov method has simplified application, PARACONSISTENT LOGIC was also employed, as it allows, according to Bispo and Cazarini (2006) the natural treatment of divergences, inconsistencies and contradictions, as well as to obtain more accurate and close results. This work was restricted to the ten best schools in the city of Niterói, according to the concept in the National High School Exam (ENEM). This delimitation makes the results obtained subject to standards such as behavior and market demands. It was also expected, besides adding value to the current literature, to stimulate studies around the proposed theme, aiming to increasingly help teachers in the effectiveness of their actions in the school environment.
本研究分析并找出影响教学实践的关键成功因素。这些因素涉及教学工具、感知质量、培训和心理健康等方面。目的是提供数据，以证实学校环境中教学实践的发展，反映学生更好的表现。研究发现，关键成功因素(FCS)的使用对教师绩效有积极的影响，通过改善课堂管理，教师的专业绩效得到提高。所使用的理论参考是Rockart的Critical Success Factors(1979)和Parasuraman等人的perceived quality(1990)。用于分析的工具是Kolmogorov-Smirnov(1979)，用于识别和描述辅助教学实践的关键成功因素，以及Servqual de Parasuraman等人(1990)，用于分析学校管理者感知的教师服务质量。由于Kolmogorov-Smirnov方法简化了应用，因此也采用了parconsistent LOGIC，根据Bispo和Cazarini(2006)的说法，它允许对分歧、不一致和矛盾进行自然处理，并获得更准确和接近的结果。根据国家高中考试(ENEM)的概念，这项工作仅限于Niterói市的十所最好的学校。这种划分使得获得的结果受制于行为和市场需求等标准。除了增加现有文献的价值外，还期望围绕所提出的主题刺激研究，旨在越来越多地帮助教师在学校环境中采取有效行动。
{"title":"Fatores críticos de sucesso e sua influência na prática docente","authors":"N. Araujo","doi":"10.14571/BRAJETS.V14.N1.56-78","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.56-78","url":null,"abstract":"This study analyzed and identified the Critical Success Factors that most influence teaching practice. These factors involved aspects such as: teaching tools, perceived quality, training and psychological well-being. The objective was to contribute data that corroborate the development of teaching practices in the school environment, reflecting on the students' better performance. It was found that the use of Critical Success Factors (FCS) can positively influence teacher performance, and that by improving classroom management, their professional performance is increased. The theoretical references used were Rockart's Critical Success Factors (1979) and the perceived quality of Parasuraman et al. (1990). The instruments used for the analysis were the Kolmogorov-Smirnov (1979), to identify and describe the Critical Success Factors that assisted teaching practice, and the Servqual de Parasuraman et al. (1990), to analyze the quality of teachers' service, perceived by school managers. As the Kolmogorov-Smirnov method has simplified application, PARACONSISTENT LOGIC was also employed, as it allows, according to Bispo and Cazarini (2006) the natural treatment of divergences, inconsistencies and contradictions, as well as to obtain more accurate and close results. This work was restricted to the ten best schools in the city of Niterói, according to the concept in the National High School Exam (ENEM). This delimitation makes the results obtained subject to standards such as behavior and market demands. It was also expected, besides adding value to the current literature, to stimulate studies around the proposed theme, aiming to increasingly help teachers in the effectiveness of their actions in the school environment.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"56"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.151-157
Shamim Shamel, Mahdieh Nayeri
The aim of this study is to investigate the relationship between self-esteem and stress coping styles with students’ procrastination. The statistical population of the study is all high school female students in Mashhad City in the academic year of 2018-2019. Due to the high volume of the population, using the Karajsi and Morgan (1970), the sample size was 384. Subjects answered three questionnaires that are: Rosenberg Self-Esteem Scale (1965), Andler and Parker's Stress Dealing Styles (1990), and Solomon and Rothblum Academic Procrastination (1984). Pearson Multiple Correlation coefficients were used for analyzing the data. The results showed that between self-esteem with procrastination and avoidance coping style with procrastination, is a significant relationship (p
摘要本研究旨在探讨自尊、压力应对方式与学生拖延症的关系。本研究的统计人群为2018-2019学年马什哈德市所有高中女生。由于人口数量大，使用Karajsi和Morgan(1970)，样本量为384。被试回答了三份问卷:Rosenberg自尊量表(1965)、Andler and Parker压力处理方式量表(1990)和Solomon and Rothblum学业拖延症量表(1984)。采用Pearson多元相关系数对数据进行分析。结果显示，自尊与拖延症、回避型应对方式与拖延症之间存在显著的相关关系(p
{"title":"Investigating the relationship between self-esteem and stress coping styles with students’ procrastination","authors":"Shamim Shamel, Mahdieh Nayeri","doi":"10.14571/BRAJETS.V14.N1.151-157","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.151-157","url":null,"abstract":"The aim of this study is to investigate the relationship between self-esteem and stress coping styles with students’ procrastination. The statistical population of the study is all high school female students in Mashhad City in the academic year of 2018-2019. Due to the high volume of the population, using the Karajsi and Morgan (1970), the sample size was 384. Subjects answered three questionnaires that are: Rosenberg Self-Esteem Scale (1965), Andler and Parker's Stress Dealing Styles (1990), and Solomon and Rothblum Academic Procrastination (1984). Pearson Multiple Correlation coefficients were used for analyzing the data. The results showed that between self-esteem with procrastination and avoidance coping style with procrastination, is a significant relationship (p","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"151"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.142-150
C. Silva
The proposal of the flipped classroom is that the student has the first contact with the content through pre-class activities. The classroom becomes the place to clarify doubts and deepen knowledge in practical activities such as problem solving, projects and group discussion. This article presents a literature review that aims to reflect on the flipped classroom as an active methodology and the changes and impacts of its use for the teaching and learning process. It is concluded that the purpose of the flipped classroom is to favor a better use of time and space in the classroom, encouraging the active student, with reflective thinking and greater interaction between students and between them and the teacher. This can lead to positive impacts, such as greater conceptual understanding, development of critical thinking and reducing the number of failures. On the other hand, negative points may arise, such as an increase in the number of hours of previous study and the student's difficulty in adapting to the logic of inversion of classes.
{"title":"Sala de aula invertida: reconstruindo o processo de ensino e de aprendizagem por meio de uma metodologia ativa","authors":"C. Silva","doi":"10.14571/BRAJETS.V14.N1.142-150","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.142-150","url":null,"abstract":"The proposal of the flipped classroom is that the student has the first contact with the content through pre-class activities. The classroom becomes the place to clarify doubts and deepen knowledge in practical activities such as problem solving, projects and group discussion. This article presents a literature review that aims to reflect on the flipped classroom as an active methodology and the changes and impacts of its use for the teaching and learning process. It is concluded that the purpose of the flipped classroom is to favor a better use of time and space in the classroom, encouraging the active student, with reflective thinking and greater interaction between students and between them and the teacher. This can lead to positive impacts, such as greater conceptual understanding, development of critical thinking and reducing the number of failures. On the other hand, negative points may arise, such as an increase in the number of hours of previous study and the student's difficulty in adapting to the logic of inversion of classes.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"142-150"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49280663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-12DOI: 10.14571/BRAJETS.V14.N1.158-166
R. Salas-Rueda, J. Ramírez-Ortega
The objective of this mixed research is to analyze the impact of flipped classroom in the educational process on the Combinational Circuits through data science and machine learning. Flipped classroom facilitates the organization of active activities before, during and after the class. The participants are 17 students of Electronic Electrical Engineering who took the Digital Design course in the National Autonomous University of Mexico during the 2019 school year. The results of machine learning indicate that the consultation of the videos before the class, resolution of the exercises during the class through the Quartus software and realization of the laboratory practices after the class positively influence the development of skills on circuit design. Data science identifies 3 predictive models of the use of flipped classroom through the decision tree technique. Finally, teachers can improve the learning process, develop the skills of students, build new educational spaces and carry out creative activities through flipped classroom.
{"title":"Students' perceptions about the use of flipped classroom in the field of electronic electrical engineering","authors":"R. Salas-Rueda, J. Ramírez-Ortega","doi":"10.14571/BRAJETS.V14.N1.158-166","DOIUrl":"https://doi.org/10.14571/BRAJETS.V14.N1.158-166","url":null,"abstract":"The objective of this mixed research is to analyze the impact of flipped classroom in the educational process on the Combinational Circuits through data science and machine learning. Flipped classroom facilitates the organization of active activities before, during and after the class. The participants are 17 students of Electronic Electrical Engineering who took the Digital Design course in the National Autonomous University of Mexico during the 2019 school year. The results of machine learning indicate that the consultation of the videos before the class, resolution of the exercises during the class through the Quartus software and realization of the laboratory practices after the class positively influence the development of skills on circuit design. Data science identifies 3 predictive models of the use of flipped classroom through the decision tree technique. Finally, teachers can improve the learning process, develop the skills of students, build new educational spaces and carry out creative activities through flipped classroom.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"14 1","pages":"158"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-27DOI: 10.14571/brajets.v13.n4.513-525
Lucas Florêncio de Brito, R. A. Ramos, B. G. Leal, R. P. Ramos
The use of educational games is presented as an alternative to help prevent obesity in children and adolescents. The aim of this study was to conduct a systematic literature review to analyze the characteristics used in interventions with the use of educational games to prevent obesity in children and adolescents, as well as to evaluate their quality and effectiveness. The review was done following the Preferred Reporting Intems for Systematic Reviews and Meta-Analyzes (PRISMA) guide and its review protocol is available from PROSPERO under the registration CRD42019121448. The search for the studies was performed in the databases SCOPUS, PUBMED, IEEEXplore, LILACS and CENTRAL. At the end, twelve articles were selected in which we found great heterogeneity in the intervention and evaluation of the games used. Only two studies were considered of strong quality. Most studies took place at school, lasting from 1 day to 18 months. The main benefits found in the interventions were increased nutritional knowledge and positive dietary changes, increasing the consumption of healthy foods or decreasing the intake of processed foods. To better verify the effect of these types of games, further studies using validated and reliable instruments that address a significant sample, allocate participants at random, and evaluate the effect of long-term intervention are needed.
{"title":"JOGOS EDUCATIVOS NA PREVENÇÃO DA OBESIDADE EM CRIANÇAS E ADOLESCENTES: UMA REVISÃO SISTEMÁTICA DA LITERATURA","authors":"Lucas Florêncio de Brito, R. A. Ramos, B. G. Leal, R. P. Ramos","doi":"10.14571/brajets.v13.n4.513-525","DOIUrl":"https://doi.org/10.14571/brajets.v13.n4.513-525","url":null,"abstract":"The use of educational games is presented as an alternative to help prevent obesity in children and adolescents. The aim of this study was to conduct a systematic literature review to analyze the characteristics used in interventions with the use of educational games to prevent obesity in children and adolescents, as well as to evaluate their quality and effectiveness. The review was done following the Preferred Reporting Intems for Systematic Reviews and Meta-Analyzes (PRISMA) guide and its review protocol is available from PROSPERO under the registration CRD42019121448. The search for the studies was performed in the databases SCOPUS, PUBMED, IEEEXplore, LILACS and CENTRAL. At the end, twelve articles were selected in which we found great heterogeneity in the intervention and evaluation of the games used. Only two studies were considered of strong quality. Most studies took place at school, lasting from 1 day to 18 months. The main benefits found in the interventions were increased nutritional knowledge and positive dietary changes, increasing the consumption of healthy foods or decreasing the intake of processed foods. To better verify the effect of these types of games, further studies using validated and reliable instruments that address a significant sample, allocate participants at random, and evaluate the effect of long-term intervention are needed.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-27DOI: 10.14571/brajets.v13.n4.474-483
J. B. Bottentuit Júnior, Larize Kelly Garcia Ribeiro Serra, Mizraim Nunes Mesquita
This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.
{"title":"BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO","authors":"J. B. Bottentuit Júnior, Larize Kelly Garcia Ribeiro Serra, Mizraim Nunes Mesquita","doi":"10.14571/brajets.v13.n4.474-483","DOIUrl":"https://doi.org/10.14571/brajets.v13.n4.474-483","url":null,"abstract":"This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"13 1","pages":"474"},"PeriodicalIF":0.0,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48086173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-27DOI: 10.14571/brajets.v13.n4.501-512
Cássia Mariane Batista Vieira, Eduardo Barbosa Viegas, R. Gomes
This investigation refers to the guiding of learning processes considering learning preferences and strategies with the support of cognitive technologies, aiming at developing a mobile application that may guide teacher and student to self-knowledge of their learning and may provide a digital means for learning processes to take place. The methodology was composed of a literature review that has led to a quali-quantitative research on which field observations were recorded and 505 workers and students of IFSul, campus Sapucaia do Sul, answered a semistructured questionnaire about the use of mobile technologies on campus, whose analyses helped listing the applications requisites. As a main result, the investigation indicates that mobile technologies are pervasive in the campus premises, affecting the learning ambience. Therefore, it is possible to state that the research has helped understand habits of use of mobile technologies by the investigated community, as well as how they can be used for learning, which led to the development of a platform that enhances self-knowledge about learning preferences.
本研究是指在认知技术的支持下，考虑学习偏好和策略来指导学习过程，旨在开发一款可以指导教师和学生自我认识学习的移动应用程序，并为学习过程的发生提供一种数字化手段。该方法由文献综述组成，该文献综述导致了一项定性定量研究，该研究记录了现场观察结果，并让IFSul校园Sapucaia do Sul的505名工人和学生回答了一份关于在校园内使用移动技术的半结构化问卷，问卷的分析有助于列出应用程序的必要条件。调查的主要结果表明，移动技术在校园场所普遍存在，影响了学习氛围。因此，可以说，这项研究有助于了解被调查社区使用移动技术的习惯，以及如何将它们用于学习，这导致了一个平台的开发，增强了对学习偏好的自我认识。
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