LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION

Detalhes bibliográficos
Autor(a) principal: Quincozes Porto, Eliane
Data de Publicação: 2022
Outros Autores: Fernandes Nunes, Janilse
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/239
Resumo: The experience report that we present addresses a pedagogical experience based on the Design Thinking teaching methodology, called Learning Laboratory, developed remotely, with a group of teachers and students from the first year classes of the Technical Course in Agriculture, from an Institute Federal located in Rio Grande do Sul. The objective is to analyze movements produced in the training of teachers regarding the use of digital educational technologies in teaching practice. The proposal, of a qualitative nature, came from the discipline of Information and Communication Technologies in Science and Mathematics Teaching, linked to the Doctoral course of the Postgraduate Program in Science and Mathematics Teaching (PPGECIMAT), from the Franciscan University (UFN). As research tools, technologies available to those involved were used, such as Google Classroom, Google Meet, Google Keep, Padlet, Google Forms and Mentimeter. The analysis points to the need for changes in training and a closer approach to active learning methodologies.
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spelling LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATIONLABORATORIO DE APRENDIZAJE: UNA EXPERIENCIA CON LAS TECNOLOGÍAS DIGITALES EDUCATIVAS EN LA FORMACIÓN DOCENTELABORATÓRIO DE APRENDIZAGEM: UMA VIVÊNCIA COM TECNOLOGIAS EDUCACIONAIS DIGITAIS NA FORMAÇÃO DE PROFESSORESTecnologia educacional digitalPrática pedagógicaMetodologias ativasEnsino remotoDigital educational technologyPedagogical practiceActive methodologiesRemote teachingTecnología educativa digitalPráctica pedagógicaMetodologías activasEnseñanza remotaThe experience report that we present addresses a pedagogical experience based on the Design Thinking teaching methodology, called Learning Laboratory, developed remotely, with a group of teachers and students from the first year classes of the Technical Course in Agriculture, from an Institute Federal located in Rio Grande do Sul. The objective is to analyze movements produced in the training of teachers regarding the use of digital educational technologies in teaching practice. The proposal, of a qualitative nature, came from the discipline of Information and Communication Technologies in Science and Mathematics Teaching, linked to the Doctoral course of the Postgraduate Program in Science and Mathematics Teaching (PPGECIMAT), from the Franciscan University (UFN). As research tools, technologies available to those involved were used, such as Google Classroom, Google Meet, Google Keep, Padlet, Google Forms and Mentimeter. The analysis points to the need for changes in training and a closer approach to active learning methodologies.El relato de experiencia que presentamos aborda una experiencia pedagógica basada en la metodología de enseñanza Design Thinking, denominada Laboratorio de Aprendizaje, desarrollada a distancia, con un grupo de docentes y estudiantes de las clases de primer año de la Carrera Técnica en Agricultura, de un Instituto Federal ubicado en Río Grande do Sul. El objetivo es analizar los movimientos que se producen en la formación de docentes respecto al uso de las tecnologías digitales educativas en la práctica docente. La propuesta, de carácter cualitativo, provino de la disciplina Tecnologías de la Información y la Comunicación en la Enseñanza de las Ciencias y las Matemáticas, vinculada al curso de Doctorado del Programa de Posgrado en Enseñanza de las Ciencias y las Matemáticas (PPGECIMAT), de la Universidad Franciscana (UFN). Como herramientas de investigación se utilizaron tecnologías al alcance de los involucrados, como Google Classroom, Google Meet, Google Keep, Padlet, Google Forms y Mentimeter. El análisis apunta a la necesidad de cambios en la formación y un acercamiento a las metodologías activas de aprendizaje.O relato de experiência que apresentamos aborda uma vivência pedagógica com base na metodologia de ensino Design Thinking, denominada Laboratório de Aprendizagem, desenvolvida de maneira remota, com um grupo de professores e estudantes das turmas de primeiro ano do Curso Técnico em Agropecuária, de um Instituto Federal situado no Rio Grande do Sul. O objetivo é analisar movimentos produzidos na formação de professores diante do uso de tecnologias educacionais digitais na prática docente. A proposta, de natureza qualitativa, partiu da disciplina de Tecnologias de Informação e Comunicação no Ensino de Ciências e Matemática, vinculada ao curso de Doutorado do Programa de Pós-Graduação em Ensino de Ciências e Matemática (PPGECIMAT), da Universidade Franciscana (UFN). Como ferramentas de pesquisa, foram utilizadas tecnologias disponíveis aos envolvidos, como Google Classroom, Google Meet, Google Keep, Padlet, Google Forms e Mentimeter. A análise aponta para a necessidade de mudanças na formação e maior aproximação com metodologias ativas de aprendizagem.Revista Prática Docente2022-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionHuman SciencesCiências HumanasCiências Humanasapplication/pdfhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/23910.23926/RPD.2022.v7.n2.e22052.id1473Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22052Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22052Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e220522526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/239/229Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessQuincozes Porto, ElianeFernandes Nunes, Janilse2023-05-26T00:40:57Zoai:ojs2.periodicos.cfs.ifmt.edu.br:article/239Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2023-05-26T00:40:57Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
LABORATORIO DE APRENDIZAJE: UNA EXPERIENCIA CON LAS TECNOLOGÍAS DIGITALES EDUCATIVAS EN LA FORMACIÓN DOCENTE
LABORATÓRIO DE APRENDIZAGEM: UMA VIVÊNCIA COM TECNOLOGIAS EDUCACIONAIS DIGITAIS NA FORMAÇÃO DE PROFESSORES
title LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
spellingShingle LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
Quincozes Porto, Eliane
Tecnologia educacional digital
Prática pedagógica
Metodologias ativas
Ensino remoto
Digital educational technology
Pedagogical practice
Active methodologies
Remote teaching
Tecnología educativa digital
Práctica pedagógica
Metodologías activas
Enseñanza remota
title_short LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
title_full LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
title_fullStr LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
title_full_unstemmed LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
title_sort LEARNING LABORATORY: AN EXPERIENCE WITH DIGITAL EDUCATIONAL TECHNOLOGIES IN TEACHER EDUCATION
author Quincozes Porto, Eliane
author_facet Quincozes Porto, Eliane
Fernandes Nunes, Janilse
author_role author
author2 Fernandes Nunes, Janilse
author2_role author
dc.contributor.author.fl_str_mv Quincozes Porto, Eliane
Fernandes Nunes, Janilse
dc.subject.por.fl_str_mv Tecnologia educacional digital
Prática pedagógica
Metodologias ativas
Ensino remoto
Digital educational technology
Pedagogical practice
Active methodologies
Remote teaching
Tecnología educativa digital
Práctica pedagógica
Metodologías activas
Enseñanza remota
topic Tecnologia educacional digital
Prática pedagógica
Metodologias ativas
Ensino remoto
Digital educational technology
Pedagogical practice
Active methodologies
Remote teaching
Tecnología educativa digital
Práctica pedagógica
Metodologías activas
Enseñanza remota
description The experience report that we present addresses a pedagogical experience based on the Design Thinking teaching methodology, called Learning Laboratory, developed remotely, with a group of teachers and students from the first year classes of the Technical Course in Agriculture, from an Institute Federal located in Rio Grande do Sul. The objective is to analyze movements produced in the training of teachers regarding the use of digital educational technologies in teaching practice. The proposal, of a qualitative nature, came from the discipline of Information and Communication Technologies in Science and Mathematics Teaching, linked to the Doctoral course of the Postgraduate Program in Science and Mathematics Teaching (PPGECIMAT), from the Franciscan University (UFN). As research tools, technologies available to those involved were used, such as Google Classroom, Google Meet, Google Keep, Padlet, Google Forms and Mentimeter. The analysis points to the need for changes in training and a closer approach to active learning methodologies.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Human Sciences
Ciências Humanas
Ciências Humanas
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/239
10.23926/RPD.2022.v7.n2.e22052.id1473
url https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/239
identifier_str_mv 10.23926/RPD.2022.v7.n2.e22052.id1473
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/239/229
dc.rights.driver.fl_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 7 No. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22052
Revista Prática Docente (Revista Práctica Docente); Vol. 7 Núm. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22052
Revista Prática Docente; v. 7 n. 2 (2022): Maio a Agosto de 2022 (Fluxo Contínuo); e22052
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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