PEDAGOGICAL BENEFITS OF THE USE OF CELLULAR EQUIPMENT IN CLASSROOM

• Autor(a) principal: Santos, Jocyléia Santana dos
• Data de Publicação: 2018
• Outros Autores: da Silva, Erisnalva Pereira, Pereira, Isabel Auler Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4579
• topic: Cell phone; meaningful learning; cognitive structure; social representation; Cell phone; meaningful learning; cognitive structure; social representation; Teléfono móvil; aprendizaje significativo; estructura cognitiva; representación social; Teléfono móvil; aprendizaje significativo; estructura cognitiva; representación social; Telefone celular; aprendizagem significativa; estrutura cognitiva; representação social; Telefone celular; aprendizagem significativa; estrutura cognitiva; representação social

The use of the cell phone in the classroom has achieved visibility in face of its inadequate use, which generates dissatisfaction both in the teachers and staff involved in the institutional body and the students. In consideration of this conjuncture, the proposal of Significant Learning meets the need presented through an interactional dynamics that suggests an adequate use of the electronic device. This article proposes proposals for the implementation of the principles contained in the theory of Ausubel and Vygotsky. It was seen that teachers, after becoming aware, sought methods other than stimulus-response. However, barriers such as non-stimulation of autonomy obtained in training need to be overcome.