Abstract
Today the human being assumes a nomadic position in a ubiquitous society. It inhabits at the same time hyperspaces, characterized by the fluidity of communication mediated by emerging technologies of fast connection to the wireless networks, which contribute to interaction between people from both town and the small and little known village, even in the condition of displacement and ubiquity. The communicational ecologies in fluid spaces in hypermobility are a relevant aspect for the pedagogical use of Digital Information and Communication Technologies (DICT) in Distance Education (DE) since pedagogical actors, although geographically dispersed, can interact with each other. This study focuses mainly on the mapping and description of the pedagogical use of DICTs by the specialized tutors of the courses taught at EaD at the Pedagogical University of Mozambique - Delegation of Niassa (UPNI). For the empirical research, a survey was consciously and voluntarily answered by 30 tutors, 13 of which were from the AMA-Administration and Management Education, 11 from the BE-Basic Education course and 6 from the ET-English Teaching course. Among the participants in the survey half (50%) have between 31 to 40 years old. The results indicate high levels of satisfaction in terms of overcoming digital primary division rates and digital divide characterized by the possession by the subjects of the main computing devices and telecommunications with Internet access, access whose frequency ranges from weekly to daily. Considerable digital literacy was also observed in the use of digital technologies connected to the web through the exploration of software and web services by the participants, indicators evaluated as relevant for the pedagogical use of DICT in courses offered in the modality of Distance Education and more correlated to the cyberculture's time.
Highlights
Today the human being assumes a nomadic position in a ubiquitous society
No recente trabalho dos investigadores Bento Silva e Sílvia Conceição (2013) sobre os desafios do blearning em tempos da cibercultura, os autores referem que “cada época histórica possui uma determinada ecologia comunicacional que lhe é proporcionada pelo estado das suas TIC, as quais contribuem decisivamente para estruturar a ecologia comunicacional das sociedades, atuando como instrumentos de mediação sociocultural” (Silva & Sílvia, 2013)
Os autores chegaram a esta constatação inspirados na evolução das TIC, desde a fase oral até à da Internet, passando pelas fases de escrita, imprensa e computação e anunciam a emergência de ecologias de comunicação, nomeadamente interpessoal, elite, massa, individual e ambiental virtual que favoreceram o estabelecimento das relações do homem-mundo e transformações em sistemas socioculturais
Summary
As ecologias comunicacionais em espaços fluidos em hipermobilidade constitui um aspeto relevante para a utilização pedagógica das Tecnologias Digitais de Informação e Comunicação (TDIC) em Educação a Distância (EaD) uma vez que os atores pedagógicos, ainda que, geograficamente dispersos, podem interagir. Este estudo centra-se fundamentalmente no mapeamento e descrição do uso pedagógico das TDIC pelos tutores de especialidade dos cursos lecionados em EaD na Universidade Pedagógica de Moçambique – Delegação de Niassa (UPNI). Observou-se, também, literacia digital considerável no uso das tecnologias digitais conectados à web mediante a exploração de softwares e serviços da web pelos participantes, indicadores avaliados como relevantes para o uso pedagógico das TDIC em cursos oferecidos na modalidade de Educação a Distância e mais correspondentes a estes tempos de cibercultura. Palavras chave: educação a distância; tecnologias digitais de informação e comunicação; Universidade Pedagógica de Moçambique
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