La alfabetización digital necesaria o innecesaria en la formación del docente universitario ocasionada por el COVID-19: Experiencias de docentes de CESCIJUC (original) (raw)
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A situação causada pelo COVID-19 leva à suposição de que o futuro é incerto e imprevisível. No campo educacional, esse problema fez da tecnologia educacional a melhor aliada. Por isso, a competência digital dos professores é fundamental para a realização de processos de ensino-aprendizagem de qualidade. Nesse sentido, esta pesquisa busca refletir sobre as principais características da "pandemia educacional" provocada pelo COVID-19. Do mesmo modo, apresenta-se parte dos resultados do projeto "Desenho, produção e avaliação de t-MOOC para a aquisição de competências digitais de professores universitários" financiado pela Junta de Andalucía (Espanha). Nesse sentido, as competências digitais dos professores universitários espanhóis são descritas com base no European DigCompEdu Framework. Os resultados mostram a necessidade de estruturar ações formativas voltadas para as competências pedagógicas. Portanto, os benefícios de projetar e avaliar usando t-MOOC são discutidos.
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DIGITAL LITERACY AND THE URGENCY IN PERMANENT TRAINING FOR EDUCATORS POST PANDEMIC (Atena Editora)
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The central objective of this article is to produce theoretical reflections on digital literacy for educators in a post-pandemic context. Qualitative research in education was used as a theoretical methodological procedure. During the investigative process, a bibliographical review was carried out based on studies by Coscarelli, Buzato, Kenski, Levy, Moran, among others, seeking to develop a solid theoretical framework for greater solidity in the studies. The studies were systematized and anchored in the delimited bibliography and allowed the following conclusions to be reached: a) technologies brought new expectations to the demands of social literacy practices; b) there is an urgency to adapt technology in the context of teacher training and pedagogical performance; c) teachers’ lack of digital literacy; d) technologies need to be mediated in constant dialogue regarding the need for digital citizenship. This study sought to understand the difficulties involved in integrating technological instruments into pedagogical practice, as well as their effectiveness in teaching and learning. Therefore, it is believed that the analysis of this research opens new perspectives to strengthen the conscious thinking of training that meets the needs of technology-mediated learning in basic education in public schools.
Basic digital skills to guarantee the academic continuity caused by Covid-19
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The migration from face-to-face to non-face-to-face education due to the pandemic caused by Covid-19 has led to the transformation of learning scenarios. In this research, the perceptions of the students regarding the implementation of teaching strategies based on communicative interaction, the selection of learning materials, and for the evaluation based on the use of technologies were analyzed. The study subjects were high school students from a private educational institution located in Mexico. The study was descriptive, based on the application of a Likert-type scale questionnaire. The recovery of the data was carried out using a digital form designed expressly for the investigation. 248 students who were about to complete the fourth semester in the period January-June 2020 participated. The results revealed that there was a favorable acceptance of the activities carried out by teachers with digital tools, some areas of opportunity were evident, such as face-to-face interaction, the scarce diversification of the content selected for learning and evaluation, and the absence of evaluation actions based on the use of discussion forums.