“Frustrating and exciting”: identity, computational thinking, and the teacher in continuing education
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Trabalhos em Lingüística Aplicada (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283 |
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. |
id |
UNICAMP-12_6ad2e80858d2c8264e209b57b5811d72 |
---|---|
oai_identifier_str |
oai:ojs.periodicos.sbu.unicamp.br:article/8664283 |
network_acronym_str |
UNICAMP-12 |
network_name_str |
Trabalhos em Lingüística Aplicada (Online) |
repository_id_str |
|
spelling |
“Frustrating and exciting”: identity, computational thinking, and the teacher in continuing education"Frustrante y alentador": identidad, pensamiento computacional y el profesor en la educación continua“Frustrante e animador”: identidade, pensamento computacional e o professor na formação continuadaContinuing educationDigital literacyComputational thinkingFormação continuada Letramento digitalPensamento computacionalEducación permanenteAlfabetización digitalPensamiento computacionalTechnologies 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.Las tecnologías digitales han transformado la forma en que producen y adquieren conocimiento. Con la pandemia, la urgencia de usarlos de manera más significativa en el entorno escolar fue evidente. Pero todavía es necesario que el maestro pase por la experiencia de usar tales tecnologías para luego trabajar con ellas. Partiendo de la noción de que es necesario desarrollar nuevas habilidades para alfabetizarse digitalmente (KARCHMER-KLEIN; SHINAS, 2012), y considerando las identidades como moldeadas por la experiencia (IVANIC, 1998), este artículo busca comprender cómo cinco estudiantes de un Programa de Posgrado en Lingüística Aplicada, profesores ya experimentados, al escribir, construyen sus identidades y reflexionan sobre la relación de las tecnologías digitales con la escuela. Con este fin, se analizaron los diarios producidos durante una clase de alfabetización digital, en la que los estudiantes leyeron la teoría y probaron una herramienta digital. Se concluye que la curiosidad es uno de los elementos fundamentales para desarrollar la alfabetización digital y el pensamiento computacional, y que es a través de intentos que el educador mejora sus conocimientos y adquiere confianza para incorporar nuevas herramientas digitales en el aula.Universidade Estadual de Campinas2023-05-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283Trabalhos em Linguística Aplicada; v. 62 n. 1 (2023); 1-15Trabalhos em Linguística Aplicada; Vol. 62 No. 1 (2023); 1-15Trabalhos em Linguística Aplicada; Vol. 62 Núm. 1 (2023); 1-152175-764Xreponame:Trabalhos em Lingüística Aplicada (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283/31758Copyright (c) 2023 Trabalhos em Linguística Aplicadahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessKlering, Emily Haubert Trarbach , Mariana Vargas Kersch, Dorotea Frank2023-07-04T17:25:29Zoai:ojs.periodicos.sbu.unicamp.br:article/8664283Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/tlaPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/tla/oaispublic@iel.unicamp.br2175-764X0103-1813opendoar:2023-07-04T17:25:29Trabalhos em Lingüística Aplicada (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
“Frustrating and exciting”: identity, computational thinking, and the teacher in continuing education "Frustrante y alentador": identidad, pensamiento computacional y el profesor en la educación continua “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 Continuing education Digital literacy Computational thinking Formação continuada Letramento digital Pensamento computacional Educación permanente Alfabetización digital Pensamiento computacional |
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 |
Continuing education Digital literacy Computational thinking Formação continuada Letramento digital Pensamento computacional Educación permanente Alfabetización digital Pensamiento computacional |
topic |
Continuing education Digital literacy Computational thinking Formação continuada Letramento digital Pensamento computacional Educación permanente Alfabetización digital Pensamiento computacional |
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 |
2023-05-16 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8664283/31758 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Trabalhos em Linguística Aplicada https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Trabalhos em Linguística Aplicada 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 |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Trabalhos em Linguística Aplicada; v. 62 n. 1 (2023); 1-15 Trabalhos em Linguística Aplicada; Vol. 62 No. 1 (2023); 1-15 Trabalhos em Linguística Aplicada; Vol. 62 Núm. 1 (2023); 1-15 2175-764X reponame:Trabalhos em Lingüística Aplicada (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Trabalhos em Lingüística Aplicada (Online) |
collection |
Trabalhos em Lingüística Aplicada (Online) |
repository.name.fl_str_mv |
Trabalhos em Lingüística Aplicada (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
spublic@iel.unicamp.br |
_version_ |
1800216523428593664 |