Tecnologias digitais como ferramentas ou metodologias ativas, facilitadoras da aprendizagem significativa
Participation in a classroom in a pleasant, enriching, and stimulating way is the desire of teachers, students, and all those who seek to build collective and meaningful knowledge. Digital technologies can be catalyzing instruments that propitiate the emergence of active and motivated students, besi...
| Autor principal: | Valomim, Juliana do Nascimento |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24364 |
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| Resumo: |
Participation in a classroom in a pleasant, enriching, and stimulating way is the desire of teachers, students, and all those who seek to build collective and meaningful knowledge. Digital technologies can be catalyzing instruments that propitiate the emergence of active and motivated students, besides being a response to the great challenge faced by teachers, educators, and trainers who are concerned with how to provide effective and lasting learning situations. But not always the educator has knowledge about how these tools are and how they can be used, hindering their ability to innovate or work with digital technologies, for lack of knowledge. This research project proposes to elucidate some of the paths of this teacher profile that is in search of new alternatives for the planning of their classes, providing more information for the teacher to critically analyze which digital technologies can be used in presential or virtual classrooms to meet certain objectives and observe what benefits they can bring to all involved. Considering that the teacher needs to reinvent himself with a certain frequency, mainly due to the daily dynamics, it is important to be aware of what possibilities and tools he has at his disposal. Therefore, this work proposes a reflection on how digital technologies can be inserted, administered by the teacher, and evaluated as to their efficiency as facilitating instruments for the development of meaningful learning of their students and how this is challenging, besides proposing some practical action alternatives só that the use of these tools in an assertive and objective way in the classroom. |
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