Digital technologies and the teaching process (original) (raw)
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Resumo: Partimos da hipótese de que as características das Tecnologias Digitais de Rede (TDRs) ressignificaram a Educação a Distância (EAD). A interação desobstruída dos "grilhões" do tempo e do espaço, e a comunicação síncrona e assíncrona por meio de diferentes ferramentas, potencializam processos educativos que superam as limitações geográficas, promovendo uma educação não mais a distância, mas online. Atributos como autoria, co-autoria, criatividade e colaboração podem ser privilegiados nesses espaços, desde que a concepção pedagógica dos cursos tenha essa intencionalidade. A Educação a Distância torna-se realidade no contexto educativo brasileiro, expandindo e interiorizando a educação superior pública. Por intermédio da Universidade Aberta do Brasil (UAB) são oferecidos cursos de graduação e pós-graduação, assim como de formação continuada, que objetivam ampliar o acesso ao ensino público, mesmo nos lugares mais distantes dos grandes centros urbanos do país. Porém, questionamos: quais são os objetivos coexistentes com políticas públicas de Educação a Distância no Brasil? Este estudo busca analisar as imbricações das Tecnologias Digitais de Rede em contextos de Educação Online, e alguns de seus potenciais para a ressignificação das políticas públicas que orientam essa modalidade de ensino no Brasil.
SÃO PAULO EDUCATION MEDIA CENTER REMOTE TEACHING MEDIATED BY NETWORK TECHNOLOGY AND THE IMPACT ON LEARNING (Atena Editora), 2024
This article is the result of a bibliographic and documentary study on the context in which the launch of the Education Media Center in São Paulo took place, and on the impact that remote teaching has on students' learning, assessments and school attendance. Several academic works and legislation that supports the use of technologies as an ally of learning were used to support the research. Which showed that remote teaching without mandatory face-to-face classes causes demotivation, delays in learning and a tendency to abandon studies, both in countries considered developed and in those still developing. After reflection and analysis of the findings, it is possible to affirm that the presence of students in schools is fundamental for their cognitive and socio-emotional development. Schools have the great challenge of ensuring that students make progress in their learning and improve their assessment results. To this end, there is a need for professionals committed to teaching how to study using the tools and technological resources so recommended in educational legislation.