O papel do professor no contexto da educação 3.0, um estudo exploratório sobre a prática docente face a um mundo impulsionado pelas TIC
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2018-03-14
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No contexto atual, em plena Era da Informação, o uso das tecnologias digitais de
informação e comunicação modificou as formas de produção e socialização do
conhecimento, além, das relações das pessoas entre si e, com um ambiente cultural
fortemente caracterizado pela presença dos meios digitais.
Ao possibilitar essa mudança nos estilos de vida das pessoas, a tecnologia digital
entra também, no interior da estrutura mental da percepção e do conhecimento, alterando-
-o profundamente assim, como aconteceu com a escrita e, depois, com a mídia de massa.
Nesta nova realidade, o velho modelo de ensino não consegue responder às
complexas indagações da sociedade do conhecimento. Dentro e fora das salas de aula, a
transmissão do conhecimento torna-se, um grande desafio para uma geração de
professores que estudou e aprendeu a ensinar em uma era pré-digital e não contava com
recursos de interação e colaboração capazes de conectar mestres, estudantes e a sociedade
civil de uma forma geral, independente de formação, cultura ou do meio em que vivem.
Com tantas ferramentas à disposição para aprender e compartilhar, as gerações Y e
Z estão exigindo das escolas uma veloz revolução nas metodologias de ensino capazes de
sedimentar uma estrada sólida para a Educação 3.0 – termo usado para definir o uso e o
impacto na educação do aprendizado colaborativo e personalizado, a reutilização de
conteúdos de aprendizado e o reconhecimento do aprendizado através dos métodos
formais ou informais. Diante dessa constatação, consideramos pertinente obter informações sobre a
contextualização de alguns professores, no que diz respeito à Educação 3.0, que trabalham
em escolas da cidade de São Paulo. Este estudo pretende, junto de uma mostra de
professores, analisar o papel do professor no contexto da Educação 3.0 frente a um mundo
impulsionado pelas TIC, aferir em que áreas curriculares a empregam, com que
finalidades, com que frequência, identificar quais TIC utilizadas e seu impacto no
aprendizado dos alunos.
In the current context, in full Information age, the use of digital information and communication technologies modified the forms of production and socialization of knowledge beyond the relationships of people among themselves and with a cultural environment strongly characterized by the presence of digital media. By enabling this change in the lifestyles of people, digital technology also comes within the frame of mind of perception and knowledge, changing it deeply as happened with writing and then with the mass media. In this new reality, the old teaching model can not answer the complex questions of the knowledge society. Inside and outside the classroom, the transmission of knowledge becomes a great challenge for a generation of teachers who studied and learned to teach in an era pre - digital and did not have interaction and collaboration capabilities able to connect teachers, students and civil society in general, regardless of training, culture or not where they live. With so many tools available to learn and share, the Y and Z generations are demanding school a swift revolution in teaching methodologies able to cement a solid road to Education 3.0 - term used to define the use and the impact on learning education collaborative and personalized, the reuse of learning content and the recognition of learning through formal and informal methods. Considering this fact, we consider relevant information about the contextualization of some teachers with regard to Education 3.0 working in schools in the city of São Paulo. This study intend next to a display of teachers, analyze the teacher's role in the context of Education 3.0 front of a world driven by ICT measure in which curriculum areas to employ, for what purposes, how often, identify which ICT use and its impact on student learning.
In the current context, in full Information age, the use of digital information and communication technologies modified the forms of production and socialization of knowledge beyond the relationships of people among themselves and with a cultural environment strongly characterized by the presence of digital media. By enabling this change in the lifestyles of people, digital technology also comes within the frame of mind of perception and knowledge, changing it deeply as happened with writing and then with the mass media. In this new reality, the old teaching model can not answer the complex questions of the knowledge society. Inside and outside the classroom, the transmission of knowledge becomes a great challenge for a generation of teachers who studied and learned to teach in an era pre - digital and did not have interaction and collaboration capabilities able to connect teachers, students and civil society in general, regardless of training, culture or not where they live. With so many tools available to learn and share, the Y and Z generations are demanding school a swift revolution in teaching methodologies able to cement a solid road to Education 3.0 - term used to define the use and the impact on learning education collaborative and personalized, the reuse of learning content and the recognition of learning through formal and informal methods. Considering this fact, we consider relevant information about the contextualization of some teachers with regard to Education 3.0 working in schools in the city of São Paulo. This study intend next to a display of teachers, analyze the teacher's role in the context of Education 3.0 front of a world driven by ICT measure in which curriculum areas to employ, for what purposes, how often, identify which ICT use and its impact on student learning.
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Educação 3.0 , Professor 3.0 , Comunicação , TIC