Abstract
Digital information and communication technologies (DICT), in an accelerated process of evolution, have been reconfiguring the way people live in society, improving communication, modifying culture and enhancing educational training processes. Constantly, new interfaces have emerged, promoting network interaction and, when used pedagogically, they can be combined to the educational process by allowing the creation of virtual learning scenarios. This study aims to present a proposal of learning scenario linked to the aspects of virtuality present in interfaces, considering its applicability in online contexts. This is a bibliographic research, which has used as theoretical contribution the studies of Dias (2012), Matos (2014), Barros, Romero and Moreira (2014), Perdigão and Santos (2018), Barros (2018), Piedade, Pedro and Matos (2018), Santos, Ferrete and Alves (2020), Santos and Ferrete (2021), Santos (2021), Santos, Ferrete and Alves (2021) to support the theme of Virtual Learning Scenarios, with a focus on the elements of interactivity, collaboration and information sharing. As a result, this study presents a scenario proposal that may be adapted to both online and offline contexts, through the devices and interfaces available in each educational reality.
Highlights
In the current context, integrating digital technologies into teaching is a necessary competence for those in the teaching profession
The main objective of this study is to present a proposal of virtual learning scenario linked to the aspects pointed out by the theoretical contribution, considering its applicability in online contexts, as a way to meet the demands of physical distancing caused by the Covid19 pandemic, in which classes have taken place in the remote format
We present a proposal for a Virtual Learning Scenario which can be used and adapted for both online and offline context, and for any modality or level of education, through the integration of the internet network with available mobile and digital technology, such as smartphones, notebooks, tablets or other resources
Summary
In the current context, integrating digital technologies into teaching is a necessary competence for those in the teaching profession. In the context of the New Coronavirus pandemic (Covid-19), in which physical distancing has brought about a new modality of teaching, known as Emergency Remote Teaching, the use of digital and mobile technological devices are being used in education in a more expressive way This modality works from the real-time interaction between students and teachers who are geographically distant in the physical space, but connected through interfaces available on the web, collaboratively building a teaching and learning process based on the elements of virtuality (ARRUDA, 2020; MOREIRA; SCHLEMMER, 2020). In the current context reconfigured by the pandemic, such scenarios have been facilitating elements of connection among families, institutions, teachers and students, considering the available technologies and interfaces that have been accessible to the actors of this educational process This integration goes beyond the pragmatic use of digital technology in education, since it focuses on its various possibilities of use for learning, interaction, communication and collaboration. From this point of view, virtual scenarios can strengthen the educational process, as long as it is well aligned with the pedagogical proposal of the system, the school and the teachers themselves
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