O USO DO MS TEAMS E DO TRELLO EM AULAS PRESENCIAIS NA PÓS COVID-19

• Autor(a) principal: Maria Hosana Conceição
• Data de Publicação: 2023
• Outros Autores: Olga M. Albuquerque, Elton Clementino da Silva, Christian M. Oliveira de Souza, Geovanna E. Alves do Nascimento
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.17.2023.e812
• topic: Teams; Aprendizagem; TRELLO; Ferramentas Tecnológicas; Teams; Learning; TRELLO; Technological Tools

In recent years, technological tools for teaching-learning have received attention from educators and researchers. The Covid-19 pandemic allowed the UnB to train teachers in the use of new teaching technologies, such as Office 365 and Learning 3. In addition, resources, with immediate feedback, such as Socrative and Kahoot continued to be used mainly to increase motivation, engagement, performance for collaborative tasks, or even for evaluation purposes. With the retreat of the Covid-19 pandemic and the return to classes, in face-to-face classes, it was possible to align the use of these technological tools with theoretical classes. In this context, the main objective of this study was to continue the use of the technological tools of MS Teams and TRELLO, for eighty students, in the second and third semesters of the Integrative Seminar discipline, in face-to-face mode, in the first semester of 2022, as well as to know the students' perception about the use of the MS Teams Notebook and the TRELLO resource as a teaching-learning support. Students were added as MS Teams team members and invited to enroll in TRELLO. The tasks were carried out, as a group, and shared on TRELLO cards. Of the 38 students who answered the subject evaluation questionnaire, all responses were considered in the content analysis, using the IRAMUTEQ software. It was possible to perceive, in the students' responses, that both Teams and TRELLO are complete and, therefore, must be presented, in detail, in a first face-to-face meeting. In addition, TRELLO was highlighted by some students as a facilitating platform for organizing group work and Teams for better communication between the teacher and students in face-to-face classes.