Infográfico: O que diz a UNESCO sobre o uso de tecnologias móveis em sala de aula

Julho 14, 2017 às 8:00 pm | Publicado em Divulgação | Deixe um comentário
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Texto do site http://info.geekie.com.br/ de 28 de junho de 2017.

 

Marcela Lorenzoni

A UNESCO mapeou 12 benefícios do uso de tecnologias móveis na Educação – você sabe quais são? Acesse o infográfico gratuito ou leia as pesquisas na íntegra!

A lista de tecnologias móveis possíveis dentro da escola cresce conforme a criatividade, inovação e intencionalidade pedagógica do educador – desde os smartphones pessoais dos estudantes, até tablets ou games, cada device oferece certas vantagens na hora de ampliar a aprendizagem. Aqui no InfoGeekie, já contamos o caso do professor que usou o Facebook para trabalhar eventos históricos, do Twitter que virou ferramenta de debate em sala de aula e mesmo de jogos como o Minecraft e o Pokémon Go aplicados à sala de aula. Essas experiências viraram um ebook que você pode baixar aqui: as 8 ferramentas digitais mais populares em sala de aula.

Hoje, a UNESCO define como tecnologias móveis quaisquer dispositivos móveis, digitais, facilmente portáteis, com acesso à internet e recursos multimídia. Ela ainda aponta que o uso dessas tecnologias móveis está superando barreiras de acesso – como a conectividade, por exemplo, que caminha para se tornar universal – e finalmente atingindo um debate mais maduro quanto aos caminhos para enriquecer o processo educativo. A organização citou 12 benefícios do uso de tecnologias móveis na Educação, que você confere no infográfico abaixo:

Anúncios

Crianças sem Internet ficam com medo e ansiosas (e até os TPC fazem)

Outubro 13, 2016 às 6:00 am | Publicado em Estudos sobre a Criança | Deixe um comentário
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texto do site http://zap.aeiou.pt/ de 26 de setembro de 2016.

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Uma experiência realizada pela psicóloga infantil Yekaterina Murashova observou o comportamento de um grupo de crianças norte-americanas que tiveram que passar um dia inteiro sozinhas e sem acesso à Internet e outras tecnologias atuais.

A pesquisa foi realizada com 68 adolescentes de 12 a 18 anos que voluntariamente se submeteram a esta “tortura”, deixando de lado computadores, smartphones, videojogos e qualquer outro tipo de aparato eletrónico.

Apesar de estarem sem diversos confortos, eles tinham acesso a outros recursos, como livros, lápis e canetas, cadernos, instrumentos musicais, caminhadas, desporto, etc. Passear pela cidade, desde que sem contato com aparelhos eletrónicos, também era permitido.

Durante a experiência, a atividade preferida foi cozinhar e comer. Outros preferiram ler revistas ou livros. Houve mesmo alguns que, tomados pelo tédio, chegaram a pegar nos livros escolares para fazer os trabalhos de casa.

Desporto e atividades físicas também foram bastante realizados.

Outro ponto observado por Murashova foi que o tempo sem Internet levou os jovens a brincarem com o seu lado criativo.

Mesmo sem ter conhecimentos ou aulas anteriores, algumas crianças resolveram brincar com pintura e instrumentos musicais.

E por falar em criatividade, alguns realmente pensaram “fora da caixa”: um miúdo passou cinco horas a andar de autocarro pela cidade.

A experiência não correu assim tão bem: apenas três dos participantes – dois rapazes e uma rapariga – chegaram bem ao final das oito horas.

Um dos rapazes ocupou o tempo a construir uma miniatura de um navio, com pausas para refeições e para brincar com o seu cão.

Três crianças tiveram pensamentos suicidas. Cinco tiveram ataques de pânico e vinte e sete voluntários passaram por algum tipo de desconforto físico como tonturas e dores.

Todos demonstraram sintomas de medo ou ansiedade e tentaram dormir para ver se o tempo passava, mas não conseguiam devido ao seu estado mental perturbado.

Terminada a experiência, 14 jovens imediatamente acederam às redes sociais e 20 pegaram no telemóvel para ligar para amigos. Outros ligaram a TV ou computadores.

Mas nada de exageros: apesar dos resultados preocupantes durante a experiência, nenhum dos jovens apresentou traumas nos dias depois da pesquisa.

Canal Tech

 

Tecnologias na sala de aula – workshop verão

Julho 4, 2016 às 8:00 pm | Publicado em Divulgação | Deixe um comentário
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tic

mais informações no link:

http://aprendercomosdedos.com/2016/06/20/tecnologias-na-sala-de-aulas-workshop-verao/

Computers in class ‘a scandalous waste’: Sydney Grammar head

Abril 7, 2016 às 8:00 pm | Publicado em A criança na comunicação social | Deixe um comentário
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texto do site http://www.theaustralian.com.au de 26 de março de 2016.

Brad Hunter

Natasha Bita

National correspondent

Brisbane

A top Australian school has banned laptops in class, warning that technology “distracts’’ from old-school quality teaching.

The headmaster of Sydney Grammar School, John Vallance, yesterday described the billions of dollars spent on computers in Australian schools over the past seven years as a “scandalous waste of money’’.

“I’ve seen so many schools with limited budgets spending a disproportionate amount of their money on technology that doesn’t really bring any measurable, or non-measurable, benefits,’’ he said.

“Schools have spent hundreds and hundreds of millions of dollars­ on interactive whiteboards, digital projectors, and now they’re all being jettisoned.’’

Sydney Grammar has banned students from bringing laptops to school, even in the senior years, and requires them to handwrite assignments and essays until Year 10. Its old-school policy bucks the prevailing trend in most Aus­tralian high schools, and many primary schools, to require parents­ to purchase laptops for use in the classroom.

Dr Vallance said the Rudd-­Gillard government’s $2.4 billion Digital Education Revolution, which used taxpayer funds to buy laptops for high school students, was money wasted. “It didn’t really do anything except enrich Microsoft and Hewlett-Packard and Apple,’’ he said. “They’ve got very powerful lobby influence in the educational community.’’

Sydney Grammar students have access to computers in the school computer lab, and use laptops at home.

But Dr Vallance regards­ laptops as a distraction in the classroom. “We see teaching as fundamentally a social activity,’’ he said. “It’s about interaction ­between people, about discussion, about conversation.

“We find that having laptops or iPads in the classroom inhibit conversation — it’s distracting.

“If you’re lucky enough to have a good teacher and a motivating group of classmates, it would seem a waste to introduce anything that’s going to be a distraction from the benefits that kind of social context will give you.’’

Academically, Sydney Grammar rates among Australia’s top-performing schools, and is frequented by the sons of Sydney’s business and political elite. Almost one in five of its Year 12 graduates placed in the top 1 per cent of Australian students for Australian Tertiary Admission Rank university entry scores last year.

The school’s alumni includes three prime ministers — Malcolm Turnbull, who attended on a scholarship, Edmund Barton and William McMahon — as well as bush poet Banjo Paterson and business chief David Gonski, the architect of a needs-based funding model to help disadvantaged students.

The private boys’ school, which charges fees of $32,644 a year, routinely tops the league tables in the national literacy and numeracy tests.

Dr Vallance said he preferred to spend on teaching staff than on technology. “In the schools where they have laptops, they get stolen, they get dropped in the playground, they get broken, you have to hire extra staff to fix them, you’ve got to replace them every few years. They end up being massive lines in the budgets of schools which at the same time have leaky toilets and rooves and ramshackle buildings.

“If I had a choice between filling a classroom with laptops or hiring another teacher, I’d take the other teacher every day of the week.’’

Dr Vallance — who will step down as headmaster next year, after 18 years in the job — is a Cambridge scholar, a trustee of the State Library of NSW Foundation and a director of the National Art School.

In 2014 the Coalition government appointed him as a specialist reviewer of the national arts curriculum, which he criticised as “rambling, vague and patronising’’ with “a tendency towards the elimination of rigour’’.

Dr Vallance said yesterday laptops had “introduced a great deal of slackness’’ in teaching. “It’s made it much easier of giving the illusion of having prepared a lesson,’’ he said.

He also criticised as “crazy’’ plans by the Australian Curriculum, Assessment and Reporting Authority to computerise the National Assessment Program — Literacy and Numeracy tests next year.

“That means generations of students will be doing NAPLAN on computers, they won’t be allowed to write by hand, which I think is crazy,’’ he said. “Allowing children to lose that capacity to express themselves by writing is a very dangerous thing.’’

Dr Vallance said Sydney Grammar had been studying the difference between handwritten and computer-typed tasks among boys in Year 3 and Year 5.

“In creative writing tasks, they find it much easier to write by hand, to put their ideas down on a piece of paper, than they do with a keyboard,’’ he said.

Dr Vallance said he was sure people would call him a “dinosaur’’. “But I’m in no way anti-technology,’’ he said. “I love gadgets. It’s partly because we all love gadgets so much that we have these rules, otherwise we’d all just muck about. Technology is a servant, not a master.

“You can’t end up allowing the tail to wag the dog, which I think it is at the moment.’’

Dr Vallance said computers in the classroom robbed children of the chance to debate and discuss ideas with the teacher.

“One of the most powerful tools in education is conversation,’’ he said.

“The digital delivery of teaching materials across Australia has had a really powerful normative effect.

“It’s making it quite difficult for children to learn how to disagree, how not to toe the party line, because they can’t question things — the possibility of questioning things has been taken away from them.’’

Dr Vallance said it was a “really scandalous situation’’ that Australia was “spending more on education than ever before and the results are gradually getting worse and worse’’. He said it cost $250,000-$500,000 to equip a moderate-sized high school with interactive whiteboards, which are only used at Sydney Grammar if teachers request them. “That’s a huge amount of money in the life of a school, that could translate to quite a few good members of staff,’’ he said.

“I think when people come to write the history of this period in education … this investment in classroom technology is going to be seen as a huge fraud.’’

The OECD has also questioned the growing reliance on technology in schools. In a report last year, it said schools must give students a solid foundation in reading, writing and maths before introducing computers. It found that heavy users of computers in the classroom “do a lot worse in most learning outcomes’’.

“In the end, technology can amplify great teaching, but great technology cannot replace poor teaching,’’ the OECD report concluded.

 

 

Quando a vida das crianças gira em torno dos ecrãs

Julho 28, 2015 às 2:00 pm | Publicado em A criança na comunicação social | Deixe um comentário
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Notícia do Diário de Notícias de 26 de julho de 2015.

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Sem Título-5

 

 

 

Indicações para a utilização segura dos dispositivos móveis

Fevereiro 10, 2015 às 2:31 pm | Publicado em Divulgação | Deixe um comentário
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Imagem retirada do site http://www.seguranet.pt/  10 de fevereiro de 2015.

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