Use Of Technological Resources Research Articles

ABORDAGEM, MÉTODOS E PERFIL DE TRABALHO DOCENTE PARA O ENSINO DE BIOLOGIA MOLECULAR NA EDUCAÇÃO BÁSICA: RELATOS DE PROFESSORES EM UM CURSO DE FORMAÇÃO CONTINUADA ONLINE

O presente trabalho tem como objetivo apresentar um olhar de docentes da educação básica, acerca das abordagens, dos métodos, das dificuldades e dos desafios para o ensino de Biologia Molecular em cursos de Educação a Distância (EaD). A pesquisa foi realizada por meio de análise qualitativa das concepções, com reflexões dos discursos produzidos em fóruns temáticos, durante os momentos de interação e colaboração de 36 cursistas/docentes, em um curso on-line de formação continuada de professores, oferecido pela Fundação CECIERJ. Constatou-se que durante os momentos de interação e colaboração promoveram-se discussões e reflexões significativas entre os docentes participantes do fórum, as quais refletiram em mudanças nas abordagens para o ensino de Biologia, assim como mudanças de atitude e mudanças conceituais. As reflexões dos docentes, promovidas ao longo dos fóruns, revelam um direcionamento positivo quanto ao uso da História da Ciência como alternativa ao ensino de Biologia, assim como o seu uso combinado às Tecnologias da Informação e Comunicação (TICs). Essa análise permitiu, também, a construção de um perfil de trabalho docente em que foi possível identificar quatro perfis de trabalho, no que diz respeito ao uso de recursos tecnológicos (digitais ou analógicos) e às abordagens comunicativas (dialógica ou expositiva), utilizados em sala de aula

Factors influencing US speech and language therapists' use of technology for clinical practice.

There is an increasing number of technological resources available to speech and language therapists (SLTs) for use in clinical practice, but the factors that influence SLTs' selection and use of such resources are not well understood. In related fields, technology acceptance models have been employed to explain users' adoption of technology and to inform the advancement of empirically supported technological resources. To determine the factors that influence SLTs' use of technology for clinical practice by testing a model of their technology acceptance and use. We surveyed 209 practising SLTs in the United States representative of the speech and language membership of the American Speech-Language-Hearing Association (ASHA). Participants completed a 38-item electronic survey representing four categories: (1) technology use, (2) technology attitudes and factors influencing technology use, (3) employment information and (4) demographics. Items measuring technology attitudes served as indicators of the research model, which mapped the primary relationships of a technology acceptance model. Survey data were collected before the Covid-19 pandemic. The research model accounted for 66% of the variance in SLTs' behavioural intention to use technology, which significantly and positively predicted the amount of time they reportedly spent using technology in the workplace. Subjective norms and attitudes towards technology use directly predicted the intention to use technology. Perceived usefulness and ease of use indirectly predicted intention to use technology. Survey respondents reported using technology during 48% (SD = 24%) of their overall weekly work hours on average, with a large majority reporting using technology at least once per week for planning (89% of respondents), assessment (66% of respondents) or intervention (90% of respondents). These findings statistically explain the relationships between SLTs' attitudes and their intention to use technology for clinical practice, contributing to our understanding of why SLTs adopt certain technologies. We also detail the nature and frequency of technology use in the clinical practice of SLTs. Future directions for this work include further exploring use categories, employing direct measurements of technology use and exploring the impact of recent changes in SLT service delivery due to the Covid-19 pandemic on SLTs' technology attitudes. What this paper adds What is already known on the subject Existing research about the adoption and use of technological resources by SLTs indicates that they select tools based on convenience, cost and recommendations by others. What this paper adds to existing knowledge This study is the first to develop and test a research model of SLTs' technology attitudes. The findings from model testing demonstrate the significant predictors of SLTs' behavioural intention to use technology for clinical purposes. Intent of use is related to how much SLTs use technology in the workplace. What are the potential or actual clinical implications of this work? The present findings can inform interventions targeting the design and adoption of electronic SLT resources that are empirically supported.

A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.

Effect of Tele-Nursing (Phone- Based Follow Up) and Educational Package on Life Style and Clinical Status for Diabetic Patients

Background: Diabetes mellitus is one of the global health problems. Tele-nursing is the use of technological resources and communication systems in nursing to provide patient care. Aim of the study: to evaluate the effect of tele-nursing (phone- based follow up) and educational package on life style and clinical status for diabetic patients. Research design: Quasi-experimental design. Setting: The study was conducted at endocrine & diabetic unit in Medical Department at Assiut University Hospitals. Sample: A purposive sample of 100 male and female adult patients diagnosed with diabetes mellitus, their age ranged from18 to 65 years. Tools: tool (I) Patients assessment sheet, it was consisted of three parts: Part I: Demographic data, Part II: Medical data, Part III: Clinical and laboratory data including Body Mass Index (BMI), weight, height, blood pressure, fasting, postprandial blood glucose (PPG), Glycated Hemoglobin (HbA1c). Tool (II): Health promoting life style profile. Results: There was significant difference of life style and clinical data for patients before and after telenursing education. Conclusion: Tele-nursing was effective nursing strategy for improving life style and clinical status for diabetic patients. Recommendations: Tele nursing should be programmed as a part of health plan for patients with diabetes mellitus in different health setting.

Education and innovation: impacts during a global pandemic in a higher education institution

Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

Tutoria em língua inglesa: suporte pedagógico em ambiente de aprendizagem remota

This article aims to discuss the development of the project Mentoring Practices in English Language: a supportive environment for students of EFL, within the scope of pandemic scenario and the cessation of presential work. The report underlies the work as activities aimed at improving the quality of the undergraduate course and the teacher training process: the interaction and learning space, the use of technological resources, and the approach and use of the target language aimed at the development of the autonomy of the participants. This proposal is theoretically linked to studies developed by Harmer (2007), Bygate (2001), Larsen-Freeman (2001), and others. Data obtained through monitoring, and dialogue with those involved during the meetings point to the importance of the pedagogical support that is provided by the mentoring project, given the existence of gaps and weaknesses in learning, which become evident at the beginning of the educational process in Higher Education.

O DOMÍNIO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO COMO CONTRIBUTOS PARA PRÁTICA DO COORDENADOR PEDAGÓGICO

Given the current society, this article aims to provide a theoretical reflection on the pedagogical incorporation of Information and Communication Technologies (ICTs) in the practice of the Pedagogical Coordinator emphasizing their contributions when used properly and in accordance with the demands of the institution and purpose of the PPP. To this end, a method with reflective qualitative typology was used. In this perspective, it was based on renowned authors who contribute to a better understanding of the pedagogical practice, educational technology and culture of the pedagogical use of technological resources. The theoretical approaches presented presented the potentialities of ICTs in the pedagogical practice of this education professional, as well as the challenges for pedagogical incorporation and the relevance of the culture of pedagogical use in order to improve the functioning in school daily life, as well as support in the execution of tasks. referred professional. Moreover, it was observed that in contemporary society, digital culture, obtaining technological resources is not enough to provide transformations. It is essential that the school be subject to the new, changes that are inevitable and use them in a way that enables favorable changes in the educational process. Thus, through the results of the analysis of the collected data, it became clear how significant it is for the Pedagogical Coordinator to master such resources, since, while articulated, teacher trainer and active participant in educational processes, ICTs tend to be contribute in the pedagogical practice of the same due to provide agility and effectiveness. Thus, it is necessary to seek to understand about these technological tools to take advantage of their potential and provide the pedagogical and effective incorporation.

Prática docente quilombola: desafios e possibilidades em tempos de pandemia

Buscamos investigar os desafios e as possibilidades da prática docente quilombola e, de forma mais restrita, refletir sobre a formação inicial e continuada de professores, e identificar os avanços na prática docente quilombola em tempos de pandemia. Para tanto, adotamos a abordagem qualitativa e explicativa na perspectiva da Teoria Histórico-Cultural para compreender a realidade e engendrar as discussões sobre formação continuada, uso de tecnologias e mediação do processo de ensino e aprendizagem. As informações foram coletadas por meio de questionário on-line utilizando o aplicativo Google Forms, aplicado a 55 professores da região quilombola Kalunga, no estado de Goiás. O estudo evidenciou a falta de investimentos na formação docente quilombola; a importância da interação entre professor/aluno; o trabalho colaborativo docente enriquece a prática pedagógica propiciando a troca de experiências e que o uso de recursos tecnológicos na educação foi fundamental, no sentido de garantir a continuidade do processo, entretanto, este foi um dos fatores responsáveis pela marginalização de professores e estudantes durante o ensino remoto emergencial.
 Palavras-chave: ensino remoto emergencial, formação continuada, prática docente quilombola, pandemia.
 
 Quilombola teaching practice: challenges and possibilities in times of pandemic
 ABSTRACT. We seek to investigate the challenges and possibilities of quilombola teaching practice and, in a more restricted way, reflect on the initial and continuing education of teachers, and identify advances in quilombola teaching practice in times of pandemic. Therefore, we adopted a qualitative and explanatory approach from the perspective of Historical-Cultural Theory to understand the reality and engender discussions on continuing education, use of technologies and mediation of the teaching and learning process. The information was collected through an online questionnaire using the Google Forms application, applied to 55 teachers from the Kalunga quilombola region in the state of Goiás. Our study showed the lack of investment in quilombola teacher training; the importance of teacher/student interaction; the collaborative teaching work enriches the pedagogical practice by providing the exchange of experiences and that the use of technological resources in education was essential, in order to ensure the continuity of the process, however, it was one of the factors responsible for the marginalization of teachers and students during teaching remote emergency.
 Keywords: emergency remote learning, continuing education, quilombola teaching practice, pandemic.
 
 Práctica docente de quilombola: desafíos y posibilidades en tiempos de pandemia
 RESUMEN. Buscamos investigar los desafíos y posibilidades de la práctica docente quilombola y, de manera más restringida, reflexionar sobre la formación inicial y continua de los docentes, e identificar avances en la práctica docente quilombola en tiempos de pandemia. Por ello, adoptamos un enfoque cualitativo y explicativo desde la perspectiva de la Teoría Histórico-Cultural para comprender la realidad y generar discusiones sobre la educación continua, el uso de tecnologías y la mediación del proceso de enseñanza y aprendizaje. La información fue recolectada a través de un cuestionario en línea utilizando la aplicación Google Forms, aplicado a 55 docentes de la región quilombola de Kalunga en el estado de Goiás, nuestro estudio mostró la falta de inversión en la formación de docentes quilombolas; la importancia de la interacción profesor/alumno; La labor docente colaborativa enriquece la práctica pedagógica al brindar el intercambio de experiencias y que el uso de los recursos tecnológicos en la educación fue fundamental, para asegurar la continuidad del proceso, sin embargo, fue uno de los factores responsables de la marginación de los docentes y estudiantes durante la enseñanza de emergencia remota.
 Palabras clave: aprendizaje remoto de emergencia, educación continua, práctica docente quilombola, pandemia.

COVID-19 pandemic, emergency remote teaching and Nursing Now: challenges for nursing education.

To discuss remote activities in nursing education in the context of the COVID-19 pandemic for strengthening nursing from the perspective of the "Nursing Now" campaign. Theoretical-reflective study based on literature and critical analysis. Reflection about the measures to control the COVID-19 pandemic and suspend in-person classes, the adoption of alternative forms of teaching, especially online ones, and their repercussions on nursing teaching strategies. There were difficulties regarding the quality of education, unequal access, and lack of knowledge from professors. The negative impact that emergency distance teaching had on the education of nurses stands out, in contrast to the world movement for the valuing of nurses. The legacy of this crisis must be taken advantage of through the better use of technological resources and their incorporation in teaching, having as a certainty that the distance teaching model does not encompass the totality of nursing education.

Tecnologias Digitais no Ensino de Química: Uma Breve Revisão das Categorias e Ferramentas Disponíveis

Advancements in digital information and communication technology has promoted transformations in several sectors of our society, including the educational area. For this reason, teaching methodologies need to be increasingly related to technology. In addition, emergency crisis situations (such as the current COVID-19 pandemic) have brought about drastic changes in the way we act, live, and teach-learn. In this sense, new educational approaches are being researched, developed and implemented, in an attempt to adapt education to incessant advances and global changes. Thus, in order to make a brief review, and at the same time to indicate paths for research or use of technological resources in teaching, this article reports, even in a modest way, some of the tools that can be used for teaching chemistry - at the different levels and educational modalities of this science. © 2021 Sociedade Brasileira de Quimica.

Challenges of Students with Speech-Language and Communication Needs in Classroom Interactions at Bilingual Schools

An ideal classroom must ensure active students' participation, participative teaching methodologies, the use of technological resources, and teachers’ positive attitudes towards disability. The National Education Policy 2010 attempted to address inclusive education and the implementation strategies of inclusion into the country’s existing education system. Children with specific speech-language and communication needs (SLCN) are frequently placed in mainstream schools with varying degrees of support yet little or almost no attention is paid to the children’s actual problems and their personal educational needs. Bangladesh is still considered a country where speech-language pathology services are not provided within schools, and many of the children's needs are not deemed to be severe enough to access other educational funding or support services. In this study, the authors explored some of the difficulties children with speechlanguage and communication needs face when learning language and interacting with peers in a classroom setting. The research applied a qualitative research method to investigate the learning and schooling experiences of the sample of children. Interviews were conducted with 36 participants including 10 selected children, their parents, and teachers to highlight the challenges of these children in school and the challenges and frustrations the families and teachers faced. An inductive reflective thematic analysis of the data identified sympathetic attitudes of the teachers and peers, equal opportunities for performance in the classroom discussions, guidance from trained teachers and language therapists, and most importantly the introduction of a personal improvement plan are all needed to create a positive environment for students with SLCN to participate in classroom interaction.

CURSO DE PRODUÇÃO ESCRITA EM ESPANHOL COMO LÍNGUA ESTRANGEIRA NA MODALIDADE REMOTA

A urgência para a realização de atividades educacionais remotas, devido ao contexto pandêmico do coronavírus, instiga reflexões e ações efetivas na educação básica e no ensino superior. Com o intuito de compartilhar conhecimentos e vivências práticas, este artigo, que se apoia em um relato de experiência, apresenta as expectativas, desafios e superações na preparação, execução e avaliação de uma ação de extensão, na modalidade remota, do curso de produção escrita em língua espanhola, oferecido a estudantes da graduação em Letras com habilitação em Espanhol da Universidade Federal de Sergipe (UFS). As professoras-pesquisadoras compreenderam a ação como satisfatória, por motivar a produção escrita e a interação entre os alunos, embora tenham encontrado percalços e, portanto, a necessidade de adaptações para a realização do curso, no que se refere tanto ao empreendimento de recursos tecnológicos (escolha das plataformas para as atividades síncronas e assíncronas), quanto às ações pedagógicas (curadoria do material, adequação ao tempo de aula e à quantidade de atividades semanais e propostas de exercícios mais interativos). Trata-se de um trabalho relevante no que diz respeito à proposta do curso em si e às especificidades do ensino remoto, contribuindo com a divulgação científica de ações que fomentam o estabelecimento e as relações eficazes entre ensino, pesquisa e extensão.

EDUCAÇÃO PERMANENTE EM SAÚDE ALIADA AO USO DE TECNOLOGIAS DIGITAIS PARA O ENFRENTAMENTO DA COVID-19 EM CASCAVEL/PR

As ações de Educação Permanente em Saúde (EPS), em tempos de COVID-19, buscam articular a integração entre ensino, serviço e comunidade, ou seja, devem envolver os profissionais de saúde e a comunidade em seus direcionamentos. Diante disso, os recursos tecnológicos figuram-se como protagonistas aliados da Saúde nas ações de enfrentamento ao Coronavírus. A utilização de recursos tecnológicos, tais como o uso de aplicativos móveis e plataformas, tem permitido oferecer um processo de formação mais ágil e de qualidade à profissionais de saúde e à população. O objetivo deste estudo é relatar a experiência da Escola de Saúde Pública Municipal (ESPM) de Cascavel/Paraná na execução das atividades de EPS, durante o enfrentamento à COVID-19, aliadas ao uso das Tecnologias de Informação e Comunicação (TIC). Trata-se de um estudo descritivo, de abordagem qualitativa, do tipo relato de experiência. Dentre as estratégias adotadas pela ESPM, para a continuidade dos processos de formação dos servidores, nesse período de pandemia, destaca-se a oferta de cursos na modalidade Educação a Distância (Ead), por meio de ferramentas tecnológicas institucionalizadas. Assim, o uso das tecnologias digitais, adaptando-se às necessidades em saúde de cada território, proporciona soluções inovadoras à prestação de serviços de saúde e propicia grandes oportunidades para o seu uso, no caso das epidemias, como a da COVID-19.

Desafios e avanços educacionais em tempos da COVID-19

Os desafios impostos pela pandemia causada pelo contágio da COVID-19 foram significativos, em especial na realidade da Educação em Engenharia, área onde as disciplinas são majoritariamente ministradas a partir de aulas expositivas e baseadas em avaliações presencias. Neste sentido, este artigo tem por objetivo identificar os limites e possiblidades do ensino remoto para cursos de Engenharia, a partir de uma pesquisa qualitativa com coordenadores e alunos de cursos de Engenharia de uma instituição pública. Foram utilizadas três categorias para as análises, baseadas no decreto que regulamenta a Educação a Distância no Brasil, quais sejam: (i) concepção de educação e currículo no processo ensino-aprendizagem; (ii) Material Didático; (iii) Avaliação da Aprendizagem. Como resultados, pode-se observar que houve um significativo avanço no uso de recursos tecnológicos por parte dos professores, um maior acesso dos alunos aos registros e materiais utilizados nas aulas, uma diversificação dos instrumentos de avaliação e uma insegurança quando a fidedignidade do processo avaliativo. Conclui-se que, a partir da experiência acumulada ao longo do exercício docente nos tempos de pandemia, poderá haver uma expressiva transformação no ensino mediado por tecnologias, em especial no que tange a um melhor aproveitamento dos recursos tecnológicos disponíveis. Todavia, para que ocorra a melhoria efetiva dos processos pedagógicos nos cursos de Engenharia, as discussões precisam ser ampliadas e potencializadas.

Documentary Analysis of the Scientific Literature on Autism and Technology in Web of Science.

The objective of the study is to track the progression of the scientific literature on autism and the technology applied to this disorder. A bibliometric methodology has been used, based on a co-word analysis. The Web of Science database was chosen to perform the analysis of the literature. A unit of analysis of 1048 publications was configured. SciMAT software was used mainly for document analysis. The results indicate that the first studies appeared in 1992, but it was not until 2009 that the research volume increased considerably. The area of knowledge where these studies were compiled was rehabilitation, which marks the truly therapeutic nature of this type of study. One of the authors with the most studies, as well as the most relevant research, was Sarkar, N. Manuscripts were usually research articles written in English. It could be concluded that research in this field of study focused mainly on interventions carried out through the use of technological resources, with students or young people who present with ASD. This line of research, although not the only one, was the most relevant and the one that had aroused the most interest among the scientific community.

Evaluación de la consolidación de conocimientos de la anatomía radicular mediante el uso de realidad aumentada por alumnos del posgrado de Endodoncia de la UNITEC

Los esquemas educativos actuales cada vez se centran más en modelos basados en competencias y en el aprovechamiento de los recursos tecnológicos. Estos elementos propician que los roles de los alumnos, profesores y autoridades educativas vayan cambiando y adaptándose en beneficio de un mejor proceso de enseñanza y aprendizaje. Por ello, es importante investigar si los diseños instruccionales basados en los nuevos paradigmas educativos son funcionales en la enseñanza de las diversas asignaturas del área odontológica. Con la participación de 10 residentes del posgrado de Endodoncia de la Universidad Tecnológica de México, campus Cuitláhuac, se realizó un estudio cuasiexperimental, en donde se creó un rotafolio tipo libro acerca de la anatomía radicular. Por medio de investigación bibliográfica, los residentes recopilaron información e imágenes acerca del tema y posteriormente, con el uso de plastilina profesional, crearon modelos anatómicos 3D que se transformaron en imágenes digitales por medio de un software; a continuación, esas imágenes se utilizaron para diseñar y crear el rotafolio de realidad aumentada. Para evaluar la consolidación de conocimientos se utilizó una evaluación diagnóstica Knwoledge and Prior Study Inventory (KPSI) antes de la actividad, y una evaluación sumativa al terminar su implementación. La prueba diagnóstica mostró que 60 % de los residentes iniciaron el posgrado con una categoría de conocimiento no consolidado. Después de implementar el diseño didáctico del rotafolio de realidad aumentada, creado por los alumnos con la guía y apoyo del docente, se observó que 90 % de los residentes alcanzó en su evaluación la categoría de conocimiento consolidado; finalmente, se aplicó la prueba estadística de chi cuadrado (X2) para determinar si existía relación entre las variables analizadas. El resultado de la prueba arrojó que la implementación del rotafolio de realidad aumentada impactaba en la consolidación del conocimiento de la anatomía radicular. En conclusión, los resultados obtenidos mostraron que incorporar los nuevos modelos educativos basados en competencias y nuevas tecnologías es favorable para la consolidación de conocimientos y aprendizajes instrumentales y procedimentales.

Using Apps to Develop Mental Calculation in Primary Education

This research aimed to evaluate the development of mental calculation in Primary Education students promoting the use of the Calculus app in a mobile learning environment. It was observed that children have and use several portable devices with internet connection demonstrating that they are familiarized with technology. Therefore, the immanent pedagogical potential in technology should be used by educational actors towards educational success promoting immersive, contextualized, and centred student learning. Action research was elected as our methodology with planned classroom sessions for the development of mental calculation. It was found that the use of technological resources served educational intentions presenting advantages regarding motivation, feedback, time, concentration, pedagogical differentiation, evaluation, and productivity. This initiative, although not without difficulties, demonstrates that the School must assume its role of mediation of the use of technological resources for the development of school skills.

TECENDO CONHECIMENTOS DE MULTIPLICAÇÃO COM O USO DA PLATAFORMA KHAN ACADEMY COM ALUNOS DO 5º ANO DO ENSINO FUNDAMENTAL

O presente artigo tem o objetivo de apresentar as contribuições do uso da plataforma Khan Academy nas aulas de Matemática, com alunos do 5º ano, do Ensino Fundamental de uma Escola Municipal, da Zona Leste, da cidade de Manaus (AM). O uso de recursos tecnológicos no Ensino de Matemática converge para a superação de estigmas e concepções enraizadas de que esse componente curricular é cansativo, decorativo e sem contextualização. Por isso, desenvolveu-se uma pesquisa-ação interventiva, na qual organizamos uma Sequência Didática com atividades que envolveu a operação de multiplicação e o uso da plataforma Khan Academy, isto a fim de oportunizar uma experiência de aprendizado significativo. Nesse ínterim, os registros da sequência didática foram coletados a partir de conversas informais, observações, registros no caderno de campo e filmagens das ações docentes e discentes frente a proposta de trabalho com o Khan Academy. Os resultados da ação demonstram o aumento do interesse dos estudantes, que outrora se mantinham dispersos nas aulas de matemática, além de possuírem notas abaixo da média na disciplina. Sendo assim, consideramos que o uso desta plataforma no processo de ensino e aprendizagem da matemática, quando explorada de modo planejado, pode ser uma forte aliada a didática do professor.

Metodologias ativas e o ensino remoto de biologia: uso de recursos online para aulas síncronas e assíncronas

O isolamento social realizado em decorrência da pandemia do Covid-19, provocou uma reinvenção das práticas educacionais e o uso de recursos tecnológicos foi a solução encontrada por muitos professores na busca pela participação ativa dos alunos nas aulas remotas. O estudo teve por objetivo verificar o impacto do uso de ferramentas digitais na aprendizagem dos alunos em um contexto de aprendizagem remota. Foram utilizados vários recursos digitais a fim de promover e discutir a interatividade e comunicação entre alunos e professor, consolidando saberes, promovendo autonomia e oportunizando desenvolvimento do processo de ensino e aprendizagem. Por meio deste estudo, verificou-se a uma ótima interação dos alunos nas atividades desenvolvidas, com grande participação e busca pelo conhecimento. O uso de metodologias ativas por meio de tecnologias digitais permitiram a construção da aprendizagem de forma interligada e híbrida.

Technological Resources in Modern Higher Education

Introduction.Modern high school should serve the needs of an innovative knowledge society based on the humanistic ideas, the introduction of digital pedagogy, the inclusion of didactic innovations into the educational process and the active use of practical-oriented technologies.Theaimof the present article is to present and analyse the technological resources of higher education, revealing the educational potential of project training, smart technologies and event-based pedagogy.Methodology and research methods.The methodological framework of the present research is based in the humanistic, system and activity approaches, reflecting the essence of the development of modern education. The main methods involve the analysis and generalisation of the theory and practice of interactive technologies, studied by foreign and Russian scholars.Results and scientific novelty.The trends towards the modernisation of higher education and the factors of achievement of higher quality of preparation of students for professional activity are determined. The technological resources are considered as a key component of education and professionalisation of the future specialist. Project technology is highlighted as an advanced technology in education, as it accumulates cognitive practices, which stimulate the solution of cognitive problems; encourages and intensifies autonomous activities; provides an opportunity to visually and fully present the product of educational work. Students’ educational purposes in the project are formulated and described: acquisition of actual knowledge, self-assessment experience and expert assessment; development of research skills; portfolio development.Smart education technologies create the following unique opportunities for training: activation of the complex of students’ cognitive and creative abilities, prompt response to changes in the external environment; formation of practical personality skills to interact on social networks, to communicate in distance education, to work with electronic information resources, to create and manage personal knowledge databases, etc.Event-based education is demonstrated as a resource of open and free education and as a process of students’ unique and fascinating creative work, which is created by the joint efforts of teachers and students.The diffusion of interactive technologies and ICT tools in higher education is changing the organisation of training and the quality of the educational environment, taking into account the principles of cooperation and openness, gaining flexibility and personal orientation.Practical significance.The rapid process of continuous technological improvement of the entire range of life activities, latest advances in the field of electronics and growing flows of open-access information significantly change the content of vocational education and its methodological tools. A prerequisite for the productive use of technological resources in the educational process is their adaptation to the main tasks in higher education, which aim to prepare a person for real and future life, to solve pressing socio-economic and sociocultural issues facing society.