O USO DAS TECNOLOGIAS DIGITAIS DA INFORMAÇÃO E COMUNICAÇÃO (TDIC): POSSIBILIDADES PARA O ENSINO (NÃO) PRESENCIAL DURANTE A PANDEMIA COVID-19

• Autor(a) principal: Schneider, Eduarda Maria
• Data de Publicação: 2020
• Outros Autores: Tomazini-Neto, Bruna Cristina, Tobaldini de Lima, Bárbara Grace, Nunes, Silvana Aguero
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Científica Educ@ção Online
• DOI: 10.46616/rce.v4i8.123
• Texto Completo: https://periodicosrefoc.com.br/jornal/index.php/RCE/article/view/123
• topic: Formação de professores; Ensino e aprendizagem; Tecnologias na educação.; Tecnologias na educação

Convid-19 pandemic is causing complex dilemmas in all areas of today’s society. In particular, it occasioned the suspension of classes since March, 2020 and caused students, teachers and educational institutions to look for other forms of making school education happen. The classes once taken place in rooms have now been transferred to virtual spaces. This, in turn, led institutions to develop content that had suggestions for digital technologies that could be used by teachers and students. Part of this content became the object of this investigation which aims to identify, describe and problematize which and how Digital Information and Communication Technologies (TDIC) are indicated for education on correspondence. Based on the Categorical Content Analysis, 12 different digital contents have been selected from Lives and Webinars. From these, we identified the mentioned TDIC and then categorized them into technologies for synchronous, asynchronous communication or both. Of the 80 different technologies used, we developed a description of 14 TDIC that can be used by teachers and students in a synchronous and asynchronous way, we point out their purposes and also present reflections regarding the educational context. Through analysis, we reinforce that TDIC have characteristics that can assist in the interactive and participatory work of students, but that it also requires responsibility over the “student-teacher” relation in the face of these technologies. Since the quality of teaching and the student learning process, regardless of whether in classroom or on correspondence, have a close relationship with several factors such as academic schedule, educational objectives, methodologies and evaluation forms, we propose that the TDIC are only means / resources to enable the development of activities.