“VIRTUAL TOY LIBRARY”, “BETHA ROOM” AND VIRTUAL LABORATORIES: innovative practices in a distance learning Pedagogy course

• Autor(a) principal: Santos, Danielle Aparecida do Nascimento dos
• Data de Publicação: 2023
• Outros Autores: Uchelli, Janiele de Souza Santos, Bezerra, Janaina Pereira Duarte
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: TICs & EaD em Foco
• Texto Completo: https://www.uemanet.uema.br/revista/index.php/ticseadfoco/article/view/665
• topic: Formação inicial; Pedagogia; Educação a distância; Práticas inovadoras; Tecnologias digitais.; Formación inicial; Pedagogía; Educación a distancia; Prácticas innovadoras; Tecnologías digitales.; Initial formation; Pedagogy; Distance learning; Innovative practices; Digital technologies.

In this article, it is shared some experiences of innovative practices in a distance learning Pedagogy course, carried out through the elaboration and use of a Virtual Toy Library; the immersive experience of teaching Sciences in the early years in a “Betha” Room, whose objective is to provide the development of pedagogical activities and gamification through augmented reality, virtual reality, 2D, 3D and 4D infographics, and interactive table; and the use of a Virtual Laboratory for Early Childhood Education practice, in the “Body and Movement” axis. Digital technologies are recognizably great allies not only of distance learning modality, but also of the different levels and modalities of formal, non-formal and informal education. Training Early Childhood and Basic Education teachers in a perspective of using digital technologies can encourage analysis and intervention on education and society reality. In this sense, the results of the experiences indicate that it was possible to provide, in the initial training in Distance Learning Pedagogy, access and analysis of digital technology resources linked to the planning and execution of pedagogical practices, favoring the intellectual, cultural and technological instrumentation for the exercise of functions and roles in school and non-school spaces, as well as improving teaching training and action strategies.