Teacher training and technologies in times of remote teaching: Necessary changes
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/17663 |
Resumo: | Pandemic and consequently social isolation have brought to light the current education scenario in the country. Teachers and students had to adapt to remote activities where technology is needed to cause the least possible damage to learning. Technology and its increasing dissemination provide the growth of online education by adapting teachers and students to this new education resource. Teaching and learning online requires a lot of commitment on the part of both students and educators. Students need a certain degree of responsibility and commitment with regard to organizing study time and carrying out tasks, whereas teachers need to have time to attend to students and availability to access the virtual environment. Remote education is a recent topic, so any study in the area and in-depth study of this topic is valid. The objective of this study is to discuss teacher training in the face of the use of technologies in the face of changes imposed by the current reality. The data for this qualitative approach study were collected in a message group created to assist students and teachers during remote activities in the circulation of the New Coronavirus. Nineteen teachers and 33 students from a public school in the interior of Rio Grande do Sul participated in this study. Data were collected in the month of June 2020. Content analysis was used, using Bardin's theoretical framework. It was found that teaching remotely using technology is possible. A number of factors contributed to the difficulties faced by teachers and students in adapting to remote activities. Among them we can highlight: the lack of time to adapt and prepare for the use of technology, the lack of access to technology, since many students do not have access to quality internet and use their cell phones to access the Learning Platform and the groups of support. The lack of mastery and technological knowledge on the part of teachers and the lack of investments in technology in schools make teaching practice challenging, due to the changes imposed by the period of social isolation, signaling that the educational changes achieved are maintained after the passage this delicate phase. |
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Teacher training and technologies in times of remote teaching: Necessary changesFormación de profesores y tecnologías en tiempos de enseñanza a distancia: Cambios necesariosFormação de professores e tecnologias em tempos de ensino remoto: Mudanças necessáriasInitial Formation; Social Isolation; TIC.TeachingInitial formationSocial isolationTIC.Formación Inicial; Aislamiento Social; TICEnseñanzaFormación inicialAislamiento socialTIC.Formação Inicial; Isolamento Social; TICEnsinoFormação inicialIsolamento socialTIC.Pandemic and consequently social isolation have brought to light the current education scenario in the country. Teachers and students had to adapt to remote activities where technology is needed to cause the least possible damage to learning. Technology and its increasing dissemination provide the growth of online education by adapting teachers and students to this new education resource. Teaching and learning online requires a lot of commitment on the part of both students and educators. Students need a certain degree of responsibility and commitment with regard to organizing study time and carrying out tasks, whereas teachers need to have time to attend to students and availability to access the virtual environment. Remote education is a recent topic, so any study in the area and in-depth study of this topic is valid. The objective of this study is to discuss teacher training in the face of the use of technologies in the face of changes imposed by the current reality. The data for this qualitative approach study were collected in a message group created to assist students and teachers during remote activities in the circulation of the New Coronavirus. Nineteen teachers and 33 students from a public school in the interior of Rio Grande do Sul participated in this study. Data were collected in the month of June 2020. Content analysis was used, using Bardin's theoretical framework. It was found that teaching remotely using technology is possible. A number of factors contributed to the difficulties faced by teachers and students in adapting to remote activities. Among them we can highlight: the lack of time to adapt and prepare for the use of technology, the lack of access to technology, since many students do not have access to quality internet and use their cell phones to access the Learning Platform and the groups of support. The lack of mastery and technological knowledge on the part of teachers and the lack of investments in technology in schools make teaching practice challenging, due to the changes imposed by the period of social isolation, signaling that the educational changes achieved are maintained after the passage this delicate phase.La Pandemia y consecuentemente el aislamiento social sacaron a la luz el escenario educativo actual en el país donde docentes y alumnos debían adaptarse a actividades remotas. El aprendizaje remoto es un tema reciente, por lo que todo estudio en el área y en la profundización de este tema es válido. El propósito de este estudio es discutir la formación del profesorado ante el uso de las tecnologías ante los cambios impuestos por la realidad actual. Los datos para este estudio de enfoque cualitativo se recopilaron en un grupo de mensajes creado para ayudar a los estudiantes y maestros durante las actividades remotas en la circulación del Nuevo Coronavirus. En este estudio participaron 19 docentes y 33 estudiantes de una escuela pública del interior del Rio Grande do Sul. Los datos fueron recolectados en junio de 2020. Para el tratamiento de los datos se utilizó el Análisis de Contenido, teniendo como referencia teórica a Bardin. Se descubrió que es posible enseñar de forma remota utilizando la tecnología. Muchos factores contribuyeron a las dificultades a las que se enfrentaban profesores y estudiantes para adaptarse a las actividades a distancia. Entre ellos podemos destacar: la falta de tiempo para adaptarse y prepararse para el uso de la tecnología, la falta de acceso a la tecnología, ya que muchos estudiantes no tienen acceso a internet de calidad y utilizan sus celulares para acceder a la Plataforma de Aprendizaje y grupos de apoyo. . Por otro lado, la falta de dominio y conocimiento tecnológico por parte de los docentes y la ausencia de inversiones en tecnología en las escuelas hacen que la práctica docente sea un desafío.A Pandemia e consequentemente o isolamento social trouxeram à tona o cenário atual de educação no país onde professores e alunos tiveram que se adaptar as atividades remotas. O ensino remoto é um tema recente, portanto todo estudo na área e no aprofundamento deste tema é válido. O Objetivo deste estudo é discutir a formação de professor frente ao uso das tecnologias frente as mudanças impostas pela realidade atual. Os dados para este estudo de abordagem qualitativa foram coletados em um grupo de mensagem criado para auxiliar alunos e professores durante as atividades remotas na circulação do Novo Coronavírus. Participaram deste estudo 19 professores e 33 alunos de uma escola pública do interior do Rio Grande do Sul. Os dados foram coletados no mês de junho de 2020. Para tratamento dos dados utilizou-se Análise de Conteúdo, tendo como referencial teórico Bardin. Constatou-se que ensinar remotamente com uso da tecnologia é possível. Uma série de fatores contribuíram para as dificuldades enfrentadas por professores e alunos na adaptação as atividades remotas. Dentre elas podemos destacar: a falta de tempo de adaptação e preparo para o uso da tecnologia, a falta de acesso à tecnologia, visto que muitos alunos não tem acesso a internet de qualidade e utiliza o celular para acessar a Plataforma de Aprendizagem e os grupos de apoio. Já a falta de domínio e de conhecimento tecnológico por parte dos professores e a ausência de investimentos em tecnologia nas escolas torna a prática docente desafiadora.Research, Society and Development2021-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1766310.33448/rsd-v10i9.17663Research, Society and Development; Vol. 10 No. 9; e5010917663Research, Society and Development; Vol. 10 Núm. 9; e5010917663Research, Society and Development; v. 10 n. 9; e50109176632525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17663/15885Copyright (c) 2021 Alecia Saldanha Manarahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessManara, Alecia Saldanha 2021-09-12T14:28:06Zoai:ojs.pkp.sfu.ca:article/17663Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:57.481045Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Teacher training and technologies in times of remote teaching: Necessary changes Formación de profesores y tecnologías en tiempos de enseñanza a distancia: Cambios necesarios Formação de professores e tecnologias em tempos de ensino remoto: Mudanças necessárias |
title |
Teacher training and technologies in times of remote teaching: Necessary changes |
spellingShingle |
Teacher training and technologies in times of remote teaching: Necessary changes Manara, Alecia Saldanha Initial Formation; Social Isolation; TIC. Teaching Initial formation Social isolation TIC. Formación Inicial; Aislamiento Social; TIC Enseñanza Formación inicial Aislamiento social TIC. Formação Inicial; Isolamento Social; TIC Ensino Formação inicial Isolamento social TIC. |
title_short |
Teacher training and technologies in times of remote teaching: Necessary changes |
title_full |
Teacher training and technologies in times of remote teaching: Necessary changes |
title_fullStr |
Teacher training and technologies in times of remote teaching: Necessary changes |
title_full_unstemmed |
Teacher training and technologies in times of remote teaching: Necessary changes |
title_sort |
Teacher training and technologies in times of remote teaching: Necessary changes |
author |
Manara, Alecia Saldanha |
author_facet |
Manara, Alecia Saldanha |
author_role |
author |
dc.contributor.author.fl_str_mv |
Manara, Alecia Saldanha |
dc.subject.por.fl_str_mv |
Initial Formation; Social Isolation; TIC. Teaching Initial formation Social isolation TIC. Formación Inicial; Aislamiento Social; TIC Enseñanza Formación inicial Aislamiento social TIC. Formação Inicial; Isolamento Social; TIC Ensino Formação inicial Isolamento social TIC. |
topic |
Initial Formation; Social Isolation; TIC. Teaching Initial formation Social isolation TIC. Formación Inicial; Aislamiento Social; TIC Enseñanza Formación inicial Aislamiento social TIC. Formação Inicial; Isolamento Social; TIC Ensino Formação inicial Isolamento social TIC. |
description |
Pandemic and consequently social isolation have brought to light the current education scenario in the country. Teachers and students had to adapt to remote activities where technology is needed to cause the least possible damage to learning. Technology and its increasing dissemination provide the growth of online education by adapting teachers and students to this new education resource. Teaching and learning online requires a lot of commitment on the part of both students and educators. Students need a certain degree of responsibility and commitment with regard to organizing study time and carrying out tasks, whereas teachers need to have time to attend to students and availability to access the virtual environment. Remote education is a recent topic, so any study in the area and in-depth study of this topic is valid. The objective of this study is to discuss teacher training in the face of the use of technologies in the face of changes imposed by the current reality. The data for this qualitative approach study were collected in a message group created to assist students and teachers during remote activities in the circulation of the New Coronavirus. Nineteen teachers and 33 students from a public school in the interior of Rio Grande do Sul participated in this study. Data were collected in the month of June 2020. Content analysis was used, using Bardin's theoretical framework. It was found that teaching remotely using technology is possible. A number of factors contributed to the difficulties faced by teachers and students in adapting to remote activities. Among them we can highlight: the lack of time to adapt and prepare for the use of technology, the lack of access to technology, since many students do not have access to quality internet and use their cell phones to access the Learning Platform and the groups of support. The lack of mastery and technological knowledge on the part of teachers and the lack of investments in technology in schools make teaching practice challenging, due to the changes imposed by the period of social isolation, signaling that the educational changes achieved are maintained after the passage this delicate phase. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/17663 10.33448/rsd-v10i9.17663 |
url |
https://rsdjournal.org/index.php/rsd/article/view/17663 |
identifier_str_mv |
10.33448/rsd-v10i9.17663 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/17663/15885 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Alecia Saldanha Manara https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Alecia Saldanha Manara 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 |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 9; e5010917663 Research, Society and Development; Vol. 10 Núm. 9; e5010917663 Research, Society and Development; v. 10 n. 9; e5010917663 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052752172417024 |