The school of the future can not ignore the technological advances that have occurred in the last decades. However, digital technology needs to be supported, not the main protagonist of the learning process. The use of these tools still requires adaptations of educational systems. The main ones are investment in teacher training According to Liliana Passerino, a professor at the Interdisciplinary Center for New Technologies in Education and the School of Education of the Federal University of Rio Grande do Sul (UFRGS), there are very high expectations about the benefits of using technology in education.
For her, it is necessary first to look at the planet more broadly and to think of teaching as the basis for building a better world. “We are facing a moral and political crisis that is spreading to the nations,” he says. “Education is a foundation for the society of the future. Without it, we will not be able to overcome the problems we have caused over the centuries,” he adds.
Technology, she said, will play a fundamental role in this process, in order to promote actions that contribute to the solution of these issues. Therefore, the school of the future, in the view of the specialist, is that centered in the pedagogy of the problem, that works with real questions and that technology is used as an element in the pedagogical process. It is also a pedagogy of the question, which seeks to give voice to the student and encourage him to question himself. Thus, technology can be part of all disciplines, from chemistry to Portuguese language, as a mediator of learning.
Liliana says that Brazilian education is very focused on content, not on methodological strategies, which makes structural changes difficult in this line. “It is a model of banking education, already criticized by Paulo Freire for decades. We can not get away from it much,” he says. “The student needs to know what he is going to communicate and why he is communicating, and this is learned by making use of the Portuguese language as a cultural practice, which means valuing areas such as arts, philosophy and sociology.”
The student needs to know what he will communicate and why he is communicating, and this is learned by making use of the Portuguese language as a cultural practice, which means valuing areas such as arts, philosophy and sociology. “Liliana Passerino, a professor at the Interdisciplinary Center for New Technologies in Education and the School of Education of UFRGS The school also can not be omitted, says the expert: it needs to make use of digital technologies to show the possibilities of these resources and prevent students from being mere consumers or making misuse of these instruments. In addition, they can be great allies in the process of including people with disabilities or learning disabilities. Liliana Passerino coordinates at UFRGS the research group Technology in Education for Inclusion and Learning in Society (Teias), which emphasizes the use of technologies in education to promote inclusive processes.
She points out that there are digital technologies that enable them to be autonomous in the process of understanding and relating to each other. “For this, often there is a specific technology, but a set of technological resources so that teachers, together with the class, develop activities with diversity,” he says.
In this process, scientific production also plays a key role. The National Network of Science for Education (Rede CpE), created in 2014, mapped this year researchers working in Brazil whose lines of research are related to education. Preliminary results from the study show that there are at least 25,000 with this profile. Of these, 2,683 are highly productive and collaborative in the area. This group of researchers was also screened, identifying the most productive in 21 strategic areas, which include education, psychology, sociology, anthropology, neurosciences, nutrition, physical education, computer science, speech therapy, among others.
The goal is that the research and visualization tools used in the project serve as the basis for creating an interactive digital platform, which will be available on the site cienciaparaeducacao.org. In it, it will be possible to promote researches of themes and researchers, facilitating the formation of networks and scientific collaborations. It will allow the search for areas of action and lines of research, geographic location and strategic themes of the work groups.
The school of the future is one that will help train citizens with critical thinking and emotional intelligence, prepared to work in teams and to embrace diversity. This evaluation, shared by many experts, is by Professor Rogerio Panizzutti, coordinator of the Basic and Clinical Neuroscience Program of the Biomedical Sciences Institute of the Federal University of Rio de Janeiro (UFRJ).
He explains that digital technologies have come to reinforce the importance of developing those skills as they take educational institutions out of the position of knowledge holders to open up a broad range of software use possibilities in education.
In your assessment, what can be considered a school of the future? In my opinion, the school of the future should develop skills important to the future citizen, such as critical thinking, teamwork, emotional intelligence, acceptance of diversity, exercise, and information seeking. This school must know how to identify and awaken the child’s abilities, respecting the individualities. Neuroscience has shown the importance of motivation for learning. The school of the future should spark motivation and use that motivation to optimize the learning process.
What is the role of technology in this process? What techniques and software have been developed in this regard? Technology, by allowing the sharing of information, makes the school no longer the place that “holds” knowledge. This can now be quickly achieved through various technologies that have been used in schools to share information between students and teachers, such as distance learning and computer simulations. We are going to evolve a lot in this field and, yes, we need to go beyond digital books. We can already cite as next steps the use of technologies of extended reality Technique used to unite the real world to the virtual by means of some electronic device. It is the case of equipment that takes to the screen of a video game the movements that the user himself makes. and gamification Use techniques related to game design to varied situations, such as education, among other uses. Video games developed with the principles of neuroplasticity and the ability of the nervous system to adapt, at a structural and functional level, throughout neuronal development and when subjected to new experiences have emerged as an important tool for cognitive development and the potential of application of this technology in schools is immense.
With the explosion of knowledge, we can no longer imagine that in school we will expose some content completely. This can be done by the student if he has an interest and especially the ability to seek information “ How far is Brazil from reaching this model of school? An important example of Brazil’s lag: medical schools in the country are full-time, while in the Northern Hemisphere most students take classes only one shift (morning or afternoon), allowing them to use the remaining time to work on their projects and interests. Here, teaching is still very content-based. With the explosion of knowledge, we can no longer imagine that in school we will expose some content completely. This can be done by the student if he has an interest and, above all, the ability to seek information. In this way, it is better to teach the student to fish than to give him the fish.
Brazil must still grow a lot in this direction. Unfortunately, many teachers still work with the premise that they must hold the knowledge and teach it to students in an expository way. The more time they have, the more content they will “play” upon the students, not mattering, a priori, whether that knowledge is relevant or not to each individually. We know that content only grows in size, while the time people can keep their attention on a subject decreases. The success of the TED lectures is an example of this.
And what is the role of parents in this school of the future? Parents should maintain their roles as carers and educators. They should seek to support and respect the child’s choices and be open to learning the moral values that children are learning in school. One current example is that we see that children have become important advocates of the environmental issue, often repressing inappropriate parenting behaviors.
Moment of transition The change that education around the world faces is the natural result of the increasingly strong presence of technology in everyone’s daily life, and, according to Eliana von Staa, coordinator of Educational Technology at Eliana von Staa, is an inevitable transition. According to her, the technological advances played an essential role in breaking the paradigm that the school does not change. “This is still a time of transition. Outside school, these means are very advanced, but in the school environment, there is still a small difficulty to apply technology in a practical way in teaching,” he says.
In the opinion of technology expert and educator Gilberto Lacerda, a professor at the University of Brasilia (UnB), the reason for this is simple: there is no investment in those responsible for transmitting knowledge. According to him, 90% of teacher training courses do not include any IT discipline focused on education. “The educator needs to know how to manage (technology or new resources), mainly because the autonomy of students in this subject is enormous. Professionals are always at the center of the problem,” explains Gilberto.
Investment is the key, and Eliana von Staan also regrets the lack of interest in educational institutions. “Not every school is willing to pay for the training of its teachers,” he says. “They are accustomed to teaching in the same way, the time has come to get out of the comfort zone.” Through the technological resources, students become protagonists and autonomous. discoveries alone, “argues the coordinator. Eliana points out that – like everything else in education – the return will come in the medium and long term.
She further emphasizes that it is normal for some parents to still be apprehensive, because relying on the new is always more difficult. The solution to lessen this fear is, once again, in the hands of educators. The responsibility to defend the new resources to be used is theirs. “It is up to the teacher to understand, observe the gains and present justifications. Questioning is part of the family’s role,” says Eliana.
Technology is an instrument of opening the school to the world, since it enables the formation of more connected citizens – an extremely important quality nowadays. What is underway is a cultural revolution, the process of building a new school more interactive, dynamic and attractive. “It’s a new world, a brave new world,” concludes Gilberto Lacerda.
They are accustomed to lecturing the same way. It’s time to get out of the comfort zone. Through technological resources, students become protagonists and autonomous. The teacher needs to prepare to allow the student to make some of his findings alone. “Eliana von Staa, Coordinator of Educational Technology at Positivo College
At Leonardo da Vinci College, several teachers already use technological resources as facilitators for learning. During a postgraduate program, English teacher Fernanda Bichuette, 32, was introduced to the Kahoot. Through Kahoot, the teacher creates learning games quickly, with multiple-choice questions. You can add videos, pictures and diagrams on each question to increase engagement. It works best when played in groups, such as in a classroom, a platform where teachers place exercises for students and create a competition in the classroom.
She found the idea interesting and commented with the Portuguese teacher Rosângela Cavalcante, 37. The two started to use the application in the room. “The classes are divided into groups, and they discuss the correct answer to the question that appears in the Kahoot.” Membership is total, it is impressive. Students who did not participate in the classes began to be interested and attentive, “says Rosângela .
Mathematics teacher Alessandra Mattos has a website and uses Socrative In this application, educators can also develop varied types of questionnaires, and students respond using a computer, smartphone or tablet. Questions can be multiple choice, true or false or open. The teacher creates a% u201Csala% u201D and passes the code so that students can access the questionnaires to vary the way the content is transmitted. The students, however, still ask for classes on the board. She realizes that it is important to offer this variation because even technology can easily bore them. Mathematics professor Daniel Mattos, or Danimatt, as the students know, saw the WhatsApp messaging application as a new feature.
Two years ago, he made his number available so that the students could send questions and have observed great results. “If it is not possible to speak at the time, I say that I will respond later, but they never fail to be answered. I have answered questions on the napkin during a walk in the mall,” he reports.
In addition, the teacher has a website where he puts more extensive explanations and pictures of the contents passed in each class. Students can still watch videotapes on his channel on YouTube. For Danimatt, these platforms have become essential and students show gratitude for the dedication the teacher demonstrates.
National panorama The fifth edition of the research on the Use of Information and Communication Technologies in Brazilian Schools (TIC Educação) gathered data on the use of the internet and computers in schools under the perspectives of teachers, pedagogical coordinators, principals and students.
The survey was released last year by the Regional Center for Studies on the Development of the Information Society (Cetic.br) and shows that technology is strongly present in the daily life of both teachers and students in public and private schools in the country and that is often used for the development of school activities. However, they point to the need for greater investment in training and infrastructure. Most teachers agree that students dominate digital media more than themselves.
The questionnaires were applied for the 5th and 9th years of elementary school and 2nd year of high school. Federal public schools are excluded from the target population because they have a unique behavior, as well as rural schools, due to the difficulty of access and the cost limitations to conduct face-to-face interviews at these places. Check the survey data in the table below.
Technology for 21st century education: valuing human beings There is much talk about the mismatch between school and contemporary society, without, however, remembering that, in the society in which we live, different conditions of development and knowledge are intrinsic and that the school must deal with many of them, in most cases instantly. I do not think it is possible to define the school or teachers with the insignia of regression without first evaluating the conditions of action. The banking system, for example, one of the first to be automated, had one of its main advances in personalized service, while the teacher continues to serve at least 30 “clients” at one time. Perhaps the massification, rather than the development of innovative methods, is responsible for the temporal distension in the school culture.
For more, imagine the following: a guy is going to hear a musical concert and tells us that the main instrument is the piano. Will you listen to Chopin, Gershwin or Egberto Gismondi? Do you play classical music, jazz or popular music? Why does playing the piano be considered outdated, since the instrument was created in the mid-17th century? Now we know that the answer is not this; just listen to the interpretations that different musicians make of a single melody. It is from the sensitivity in the use of the instrument that comes the innovation of practice, and this also occurs in school. The educational relationship is reinvented with contemporary practices. The dialogue between teachers and students is today very different from that registered in the past centuries.
Want an interesting example? A lot is said about the enlargement of culture through the increase of new technologies. Nowadays, anyone can record a video on their cell phone and post it on the net, right? And what we see in the network is not popular stories, stories and cultural practices presented from what was considered the most archaic way of communication: oral culture. While it was thought that the internet would strengthen the ties of the knowledge society to the literate and intellectual culture, what is seen – apart from, of course, the proliferation and substantiation of the same culture – is also the popular in the network.
Caio Gomez / Art Editor / CB While it was thought that the internet would strengthen the ties of the knowledge society to the literate and intellectual culture, what is seen – apart from, of course, the proliferation and substantiation of the same culture – is also the popular in the network. And what does the teacher use to teach? Pasme: of oral culture. Would the school be following society or society with the teacher? “ And what does the teacher use to teach? Pasme: of oral culture. Was the school accompanying the society or society accompanying the teacher? You see, this is not who invented the egg of Columbus, but that different temporalities, as well as different spaces, have always lived together and that school and society are together, for good and evil.
It is certain, however, that the school refuses to accept something of the contribution of technology within its walls. Perhaps because with technology it would be necessary to admit that certain educational practices are rather directed to the disciplining of man in the use or flow of time and space, that some relational skills are practical and come from a repetitive exercise. This implies diminishing the force of the genius or spirit which we believe to be natural to men and that, therefore, man, contrary to what has been propagated from the Light Age to the luminous apple of our times, has limitations which may, transposed through school.
At the same time, always imbued with a strong political role, the school serves as the driving unit for nation projects. As far as technology is concerned, the theme becomes more pronounced. Every time a technological project is proposed, indicating that the educational territory is outdated, millions are spent on equipment, millions are spent on “digital literacies”, but not a penny is put in the evaluation of current or past programs and very little research is done in the school community to check what is expected or can be done with technology in classrooms.
Centers such as Cetic.Br indicate that most teachers in Brazil are already in a position to develop projects using technology and that time, once again this villain inhospitable, affects us: technology demands time. A teacher reads 40 pages taken from the network in up to 60 minutes, gives his class based on a script that notes on paper. If you wanted to build a simple power point for the same lesson, with the same text, there would be 90 minutes.
What if you need to check the source of the images used, your license, if you want to post it on a blog for the students, if you want students to access the blog and discuss with the presentation after class? How much longer? Who is willing to pay for it? So the account is high, and not limited to buying equipment, as you can imagine. I do very little with a piano in front of me, unless I learn to play, that someone is willing to teach me.
If the presence of at least one computer is a reality for almost all urban schools in the country, there are still challenges when one thinks about the qualified use of these technologies by education.
Data from the ICT Education Research 2016 released on Thursday 3 show that the speed of the connection is one of them. 45% of public schools have not yet exceeded 4Mbps Internet connection speed, and 33% of them have speeds of up to 2Mbps.
Another point that draws attention in the research are the places where the internet is available in schools. In both the public and private spheres, there is still a greater predominance of access in the rooms of pedagogical coordinators or directors or in the teachers’ or meeting rooms, which may make it impossible to create pedagogical practices in dialogue with technology.
The use of Wi-Fi networks could address this issue, since mobile phones have been widely used by teachers and students as an Internet access tool – according to the survey, 49% of Internet users professed to use the cell phone in activities with students, an increase of 10 percentage points over the previous year (39%).
The point is that schools still restrict access to students, while 92% of schools have a WiFi network, 61% of principals stated that the use of this connection is not allowed to students, which explains the low use of equipment in school units.
For Daniela Costa, research coordinator, technology itself does not change the school, but its use. “The school needs to adapt to the digital culture, which means rethinking its organization, curriculum, its entire culture,” he says.
She further understands that connectivity can not only enhance the work of the teacher, but also support the autonomy of students and launch schools to rethink their dynamics beyond their walls, integrating the disciplines with the knowledge that permeates the life of the community.
Many parents, accustomed to the educational model of their times, are still unaware of the advantages of using technology in the classroom. The more conservative they even imagine that the technological paraphernalia contribute to the dispersion of the students.
However, we need to update our understanding of the use of learning facilitators who make use of technology. After all, as you will see below, there are several advantages to using these alternatives in the classroom.
Let’s check out what these benefits are and how schools can make lessons more interesting and teaching more effective?
Technological solutions for education
Currently, there are numerous technological solutions that can be used as knowledge facilitators for children and true allies of classroom studies. Some are accessible economically, others are easier to manipulate, and all of them can bring learning benefits. The most common are:
Devices for individual use
About two decades ago, few imagined that elementary or middle schools could be equipped with computers to aid in student learning. It turns out that this is already a reality, whether with tabletop, laptop or tablet.
All these technological devices can bring diverse benefits for the education of children and young people. When used in classrooms or even made available in computer labs.
Virtual reality equipment
Some content is difficult to illustrate in classrooms. To facilitate learning, educational films and videos are often used. The junction of atoms or a chemical reaction for example, become much more interesting when the student has the ability to interact with them.
The immersion made possible by virtual reality equipments leads those who are learning into knowledge. With more senses involved, the learning becomes more concrete and engaging.
Integrated systems with mobile
We can safely say that most students – if not all – have a smartphone at their fingertips. Although they often use these devices to communicate with friends and family, listen to music on the Internet and access social networks, there are also other possibilities.
An institution focused on the present and focused on the future easily realizes the opportunity of the applications. The school that has an app can simply provide content to help students study outside the physical space. Files, videos and forums for class discussions are possibilities that go beyond simple notes queries.
Advantages of using technology in the classroom
The tools that education has at the present time allow a variety of ways to use technology in the school environment. This will depend on the capacity for investment and creativity of educators.
Regardless of how these solutions are used, the perceived advantages are often the same. Check out 7 of them:
Improves the interpretation of information
Today’s kids are much more active! This is also due to the amount of information with which they are bombarded daily. Sometimes we have the impression that babies are born knowing how to use the technologies.
Using technology in the classroom in favor of learning sharpens the perception of children. With virtual reality equipment, for example, charm for a given subject can be amplified and learning more easily consolidated.
Enables the discussion of the topics of the classes
The use of smartphones with internet access at school can be used in favor of education. The creation of forums for discussion of the topics treated in the classroom stimulates, the exchange of information, allows the interaction between those involved and provides the learning.
Students who are able to teach younger students will further strengthen their own knowledge by exchanging information. The equipment with access to the world-wide network of computers propitiates a richer debate, since the information shared by the teachers is easily validated by the students.
Make the class more dynamic and attractive
Because they are often accustomed to the use of technological devices from an early age, children do not feel so stimulated by exclusively lectures.
When they are faced with technological devices, it is as if a magic happens and the attention of all of them usually turns to learning. The focus on what really matters is a considerable advantage of using technology in the classroom.
Facilitates the organization of information
When a student has technological tools such as a computer or tablet, it is easier to locate their notes for study.
The notebook can be used for writing, which is essential and necessary. To enjoy the benefits – as tools of search and sharing of annotations – that the technological advance allows us in education, reinforcing the learning and optimizing the studies if it becomes indispensable.
The internet is amazing. Maybe you’ve already been looking for some DIY (do it yourself) video to learn how to make a recipe or fix something at home. In the same way, the web can be used for the learning of children.
Schools can use the internet as a rich source of constant information in the empowerment of teaching. An example of this is the presentation of video channels or profiles of personalities of teaching, as well as stimulating the constant search for information.
Reduce school dropout
When the educational institution offers attractive classrooms and engaging content, backed up by teachers of recognized quality and an appropriate structure, it is easy to imagine why school drop-out is reduced.
By developing a taste for learning in students, they will certainly not be lazy to go to school or prepare for work and testing, which is a great advantage when using technology in the classroom.
Includes different types of students
Technology is a factor with enormous capacity of comprehensiveness. It can be used, for example, in the inclusion of students with special needs. Computer or tablet screens are easily adapted for children with some visual acuity and equipment called peripherals, such as the mouse, may have special design to facilitate the education of children with motor limitations.
The use of technology in the classroom is advantageous for student learning and should be one of the characteristics evaluated to choose the best school for your child. At the same time, it allows a greater range of ways of learning, stimulates people and assists in the consolidation of learning.
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