Digital Literacies: a comparative analysis of in-service teacher education in Brazil and Canada

• Autor(a) principal: Oliveira Nascimento, Ana Karina de
• Data de Publicação: 2015
• Outros Autores: Akoh, Ben
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Interfaces Brasil/Canadá (Online)
• Texto Completo: https://periodicos.ufpel.edu.br/index.php/interfaces/article/view/6735
• topic: Transliteracies; Digital literacies; In-service teacher education; Pedagogies; Brazil and Canada; Transletramentos; Letramentos digitais; Formação de professores em serviço; Pedagogias; Brasil e Canadá

In the constant flux of global migratory patterns, shifting borders, transliteracies and cross-cultural changes, digital technologies add certain complexities to an increasingly intricate and evolving educational landscape. In-service teachers grapple with digital literacy challenges in their appreciation of technology, changing teacher-student paradigms, and their own personal pedagogical philosophies. Within the context of the Brazil-Canada Knowledge Exchange Project and using a case study approach, this paper focuses on a comparative analysis of digital literacies amongst Canadian in-service teachers and their Brazilian counterparts. It further elaborates digital literacy concepts and considerations for mutually inclusive collaborations in multi-spherical global/local contexts. Supported by a bibliographic research and empirical data from two different case studies in Brazil and Canada, the paper examines in-service teacher professional development with a specific focus on technology education. The main findings suggest that pre-service and in-service teacher education should include digital literacies as part of their programs. They also suggest that these programs could take place through a critical framework, which can aid such practices so that technology education can be viewed as part of evolving social practices.