“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/5600 |
Resumo: | Technologies transformed the way of producing and acquiring knowledge. The pandemic proved that now they ought to be a part of the classroom. However, it is still needed that the teacher experiences using such technologies to, then, work with them. Starting from the notion that it is necessary to develop new abilities in order to be digitally literate (KARCHMER-KLEIN; SHINAS, 2012), and considering that identities are shaped by experience (IVANIC, 1998), this paper aims to understand how five students of a Graduate Program in Applied Linguistics, already experienced teachers, while writing, build their identities and reflect upon technology’s relation with the school. Therefore, it was analyzed the journals produced during a class focused on digital literacy, in which the students had to read the theory and experiment with a digital tool. It is concluded that curiosity is one of the key elements to developing digital literacy and computational thinking, and that it is through attempting that the educator improves their knowledge and acquires confidence to incorporate new digital tools in the classroom. |
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“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION“FRUSTRANTE E ANIMADOR”: IDENTIDADE, PENSAMENTO COMPUTACIONAL E O PROFESSOR NA FORMAÇÃO CONTINUADAformação continuadaletramento digitalpensamento computacionallinguística aplicadaletramentoscontinuing educationdigital literacycomputational thinkingapplied linguisticsliteracies Technologies transformed the way of producing and acquiring knowledge. The pandemic proved that now they ought to be a part of the classroom. However, it is still needed that the teacher experiences using such technologies to, then, work with them. Starting from the notion that it is necessary to develop new abilities in order to be digitally literate (KARCHMER-KLEIN; SHINAS, 2012), and considering that identities are shaped by experience (IVANIC, 1998), this paper aims to understand how five students of a Graduate Program in Applied Linguistics, already experienced teachers, while writing, build their identities and reflect upon technology’s relation with the school. Therefore, it was analyzed the journals produced during a class focused on digital literacy, in which the students had to read the theory and experiment with a digital tool. It is concluded that curiosity is one of the key elements to developing digital literacy and computational thinking, and that it is through attempting that the educator improves their knowledge and acquires confidence to incorporate new digital tools in the classroom. As tecnologias digitais transformaram a forma de produzir e adquirir conhecimento. Com a pandemia, fez-se evidente a urgência de utilizá-las mais significativamente no ambiente escolar. Mas ainda é preciso que o professor passe pela experiência de utilizar tais tecnologias para, então, trabalhar com elas. Partindo da noção de que é necessário desenvolver novas habilidades para ser letrado digitalmente (KARCHMER-KLEIN; SHINAS, 2012), e considerando as identidades como sendo moldadas pela experiência (IVANIC, 1998), este artigo busca entender como cinco alunos de um programa de Pós Graduação em Linguística Aplicada, já professores experientes, ao escreverem, constroem suas identidades e refletem sobre a relação das tecnologias digitais com a escola. Para tanto, foram analisados os diários produzidos durante uma aula destinada ao letramento digital, na qual os alunos liam a teoria e experimentavam uma ferramenta digital. Conclui-se que a curiosidade é um dos elementos fundamentais para desenvolver o letramento digital e o pensamento computacional, e que é através das tentativas que o educador aprimora seus conhecimentos e adquire confiança para incorporar novas ferramentas digitais em sala de aula. SciELO PreprintsSciELO PreprintsSciELO Preprints2023-02-17info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/560010.1590/01031813v62120238664283porhttps://preprints.scielo.org/index.php/scielo/article/view/5600/10794Copyright (c) 2023 Emily Haubert Klering, Mariana Vargas Trarbach, Dorotea Frank Kerschhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKlering, Emily HaubertTrarbach, Mariana VargasKersch, Dorotea Frankreponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-02-17T15:51:07Zoai:ops.preprints.scielo.org:preprint/5600Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-02-17T15:51:07SciELO Preprints - Scientific Electronic Library Online (SCIELO)false |
dc.title.none.fl_str_mv |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION “FRUSTRANTE E ANIMADOR”: IDENTIDADE, PENSAMENTO COMPUTACIONAL E O PROFESSOR NA FORMAÇÃO CONTINUADA |
title |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
spellingShingle |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION Klering, Emily Haubert formação continuada letramento digital pensamento computacional linguística aplicada letramentos continuing education digital literacy computational thinking applied linguistics literacies |
title_short |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
title_full |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
title_fullStr |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
title_full_unstemmed |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
title_sort |
“FRUSTRATING AND EXCITING”: IDENTITY, COMPUTATIONAL THINKING, AND THE TEACHER IN CONTINUING EDUCATION |
author |
Klering, Emily Haubert |
author_facet |
Klering, Emily Haubert Trarbach, Mariana Vargas Kersch, Dorotea Frank |
author_role |
author |
author2 |
Trarbach, Mariana Vargas Kersch, Dorotea Frank |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Klering, Emily Haubert Trarbach, Mariana Vargas Kersch, Dorotea Frank |
dc.subject.por.fl_str_mv |
formação continuada letramento digital pensamento computacional linguística aplicada letramentos continuing education digital literacy computational thinking applied linguistics literacies |
topic |
formação continuada letramento digital pensamento computacional linguística aplicada letramentos continuing education digital literacy computational thinking applied linguistics literacies |
description |
Technologies transformed the way of producing and acquiring knowledge. The pandemic proved that now they ought to be a part of the classroom. However, it is still needed that the teacher experiences using such technologies to, then, work with them. Starting from the notion that it is necessary to develop new abilities in order to be digitally literate (KARCHMER-KLEIN; SHINAS, 2012), and considering that identities are shaped by experience (IVANIC, 1998), this paper aims to understand how five students of a Graduate Program in Applied Linguistics, already experienced teachers, while writing, build their identities and reflect upon technology’s relation with the school. Therefore, it was analyzed the journals produced during a class focused on digital literacy, in which the students had to read the theory and experiment with a digital tool. It is concluded that curiosity is one of the key elements to developing digital literacy and computational thinking, and that it is through attempting that the educator improves their knowledge and acquires confidence to incorporate new digital tools in the classroom. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-02-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/5600 10.1590/01031813v62120238664283 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/5600 |
identifier_str_mv |
10.1590/01031813v62120238664283 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/5600/10794 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Emily Haubert Klering, Mariana Vargas Trarbach, Dorotea Frank Kersch https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Emily Haubert Klering, Mariana Vargas Trarbach, Dorotea Frank Kersch https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints - Scientific Electronic Library Online (SCIELO) |
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