Rethinking the classroom upon the digital literacy perspective
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14524 |
Resumo: | The presence of technology in the classroom has been clearly evident. Therefore, it is necessary to rethink about the process of teacher education (MORAN, 2007; VALENTE, 2003). Traditional teaching methods, which use only the voice of the teacher, blackboard, chalk and textbooks, no longer meet the interests and expectations of the students because they have been inserted and connected to the virtual world, which offers them a range of possibilities for communication and interaction with people around the world. So rethinking teaching practices in the current teaching and learning contexts requires new teacher attitudes towards the virtual world. Thus, it is necessary for teachers to become digitally literate. Besides knowing a number of teaching possibilities, these teachers need to know how to use them efficiently in order to accomplish their purposes, not only reproducing old teaching/learning paradigms. However, for any teacher to be able to operate the machine in their favor, they need to be exposed to continuing education. With this in mind, the objective of this paper is to point out theoretical and practical perspectives on instrumental teaching, which will contribute to the teacher education, as required by the current classroom. Therefore, data provided by a group of teachers who work in public schools in the state of Rio Grande do Sul, Brazil, will be analyzed. |
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Rethinking the classroom upon the digital literacy perspectiveRepensando a sala de aula a partir do letramento digitalContinuing educationDigital literacyTeacherFormação continuadaLetramento digitalProfessor.The presence of technology in the classroom has been clearly evident. Therefore, it is necessary to rethink about the process of teacher education (MORAN, 2007; VALENTE, 2003). Traditional teaching methods, which use only the voice of the teacher, blackboard, chalk and textbooks, no longer meet the interests and expectations of the students because they have been inserted and connected to the virtual world, which offers them a range of possibilities for communication and interaction with people around the world. So rethinking teaching practices in the current teaching and learning contexts requires new teacher attitudes towards the virtual world. Thus, it is necessary for teachers to become digitally literate. Besides knowing a number of teaching possibilities, these teachers need to know how to use them efficiently in order to accomplish their purposes, not only reproducing old teaching/learning paradigms. However, for any teacher to be able to operate the machine in their favor, they need to be exposed to continuing education. With this in mind, the objective of this paper is to point out theoretical and practical perspectives on instrumental teaching, which will contribute to the teacher education, as required by the current classroom. Therefore, data provided by a group of teachers who work in public schools in the state of Rio Grande do Sul, Brazil, will be analyzed.A presença da tecnologia na sala de aula é cada vez mais evidente, sendo, portanto, necessário repensarmos o processo de formação de professores (MORAN, 2007; VALENTE, 2003). Métodos tradicionais de ensino, que se utilizam unicamente da voz do professor, do quadro-negro, do giz e do livro didático, não atendem mais aos interesses e expectativas dos alunos. Isso porque estes discentes estão inseridos e conectados ao mundo virtual, o qual lhes oferece uma gama de possibilidades de comunicação e interação com pessoas do mundo todo. Portanto, repensar a prática docente, no atual contexto de ensino-aprendizagem, requer uma retomada de postura e engajamento por parte desses profissionais com o mundo virtual. Dessa forma, é necessário que os professores se tornem digitalmente letrados. Além de conhecer as inúmeras possibilidades existentes, esses docentes precisam saber utilizá-las pedagogicamente de modo eficiente, não apenas reproduzindo antigos modelos didático-pedagógicos. Todavia, para que esse profissional se sinta capaz de operacionalizar a máquina a seu favor, é necessário formação continuada. Assim, o objetivo deste estudo é apontar perspectivas teórico-práticas de instrumentalização docente, que irão contribuir para a formação do professor requerido pela sala de aula atual. Para tanto, serão considerados os dados de um grupo de professores atuantes em escolas públicas municipais da região sul do Rio Grande do Sul, Brasil.Universidade Estadual de Londrina2015-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionRevisão de Literatura; Pesquisa Empíricaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/1452410.5433/1519-5392.2014v14n2p7Entretextos; v. 14 n. 2 (2014); 7-252764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14524/16175Copyright (c) 2014 Entretextosinfo:eu-repo/semantics/openAccessMarzari, Gabriela Quatrin2021-04-21T16:38:11Zoai:ojs.pkp.sfu.ca:article/14524Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-04-21T16:38:11Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Rethinking the classroom upon the digital literacy perspective Repensando a sala de aula a partir do letramento digital |
title |
Rethinking the classroom upon the digital literacy perspective |
spellingShingle |
Rethinking the classroom upon the digital literacy perspective Marzari, Gabriela Quatrin Continuing education Digital literacy Teacher Formação continuada Letramento digital Professor. |
title_short |
Rethinking the classroom upon the digital literacy perspective |
title_full |
Rethinking the classroom upon the digital literacy perspective |
title_fullStr |
Rethinking the classroom upon the digital literacy perspective |
title_full_unstemmed |
Rethinking the classroom upon the digital literacy perspective |
title_sort |
Rethinking the classroom upon the digital literacy perspective |
author |
Marzari, Gabriela Quatrin |
author_facet |
Marzari, Gabriela Quatrin |
author_role |
author |
dc.contributor.author.fl_str_mv |
Marzari, Gabriela Quatrin |
dc.subject.por.fl_str_mv |
Continuing education Digital literacy Teacher Formação continuada Letramento digital Professor. |
topic |
Continuing education Digital literacy Teacher Formação continuada Letramento digital Professor. |
description |
The presence of technology in the classroom has been clearly evident. Therefore, it is necessary to rethink about the process of teacher education (MORAN, 2007; VALENTE, 2003). Traditional teaching methods, which use only the voice of the teacher, blackboard, chalk and textbooks, no longer meet the interests and expectations of the students because they have been inserted and connected to the virtual world, which offers them a range of possibilities for communication and interaction with people around the world. So rethinking teaching practices in the current teaching and learning contexts requires new teacher attitudes towards the virtual world. Thus, it is necessary for teachers to become digitally literate. Besides knowing a number of teaching possibilities, these teachers need to know how to use them efficiently in order to accomplish their purposes, not only reproducing old teaching/learning paradigms. However, for any teacher to be able to operate the machine in their favor, they need to be exposed to continuing education. With this in mind, the objective of this paper is to point out theoretical and practical perspectives on instrumental teaching, which will contribute to the teacher education, as required by the current classroom. Therefore, data provided by a group of teachers who work in public schools in the state of Rio Grande do Sul, Brazil, will be analyzed. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-04-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Revisão de Literatura; Pesquisa Empírica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14524 10.5433/1519-5392.2014v14n2p7 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14524 |
identifier_str_mv |
10.5433/1519-5392.2014v14n2p7 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/14524/16175 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 14 n. 2 (2014); 7-25 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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