Educators interviewed by R7 in the month the teacher highlight changes in the profession
Technology is changing the how children and young people want to learn and get information and of course, the teaching methods used in schools.
Experts dealing with the issue told the R7 that teachers tend to change the way in which they transform themselves into classroom instructional designers, ie, like-minded professionals, why and when certain knowledge should be imparted to students by digital media.
It is what defends Ronaldo Mota, former secretary of higher education and the MEC (Ministry of Education) and current dean of the University Estacio.
In the book Education for Innovation and Independent Learning (Education for innovation and independent learning, in free translation), developed at the Institute of Education, University of London, he explains that teachers will have to break the barriers of traditional learning to adapt the changes experienced by society.
- You need to teach today’s students learn how to learn the resources available. Technological interfaces that help students in this process should be complementary to the teacher in the classroom. Teachers will have to break the barriers of traditional teaching.
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There is no magic
Bernadette Gatti, a researcher at the Carlos Chagas Foundation, recognizes the tendency of teachers to become instructional designers. But it raises questions about this process.
- There will be a digital board that will solve the issues of learning. It takes training to teachers who use this and other technologies, which are very attractive for young people.
For the researcher, there is still a gap in the training of teachers in relation to these issues.
- We have not reformed teacher training in general. For over a century we repeat the same training regimens. In addition, there are still no proposals for significant curricular changes that provide for the incorporation of these technologies in the educational context.
Barred and connected
According to the study ICT Education on open educational resources, which was conducted in 2013 by the Internet Management Committee in Brazil, 96% of teachers of basic education in the country use these contents to prepare lessons and help in studies.
The survey also found that 88% of teachers make adaptations to the open content available. However, only 21% of respondents said they publish their materials on the web. Experts and teachers who deal
- Or try to cope – with the technologies in everyday recognize that this scenario shows the need for better training to use and produce digital content. You also need to deal with the materials pulicados restrictions on the internet that teachers can not use in classrooms.
The search results open educational resources in Brazil: the field, the features and its appropriation in the classroom, conducted by Educational Action in partnership with the Wikimedia Foundation, show that only 10% of collaborative educational sites geared towards teaching in Brazil have copyright free. Were collected and analyzed more than 230 portals of its kind in the country.
Jamile Venturini, coordinator of the research conducted by the Educational Action, explains that the data showed that most of the 231 analyzed resources is not restricted, but in practice, the permitted use is limited and falls short of the needs of teachers.
- What good is an amazing video on the topic of my class if I can see it but not show it to my students? Or post it on the blog of my discipline? Or put subtitles to make it more accessible?
According Jamile, there are still many challenges to advance the use of technology and Open Educational Resources at school by teachers.
- There is a question of infrastructure that often prevents the democratization of access to these technologies at school. And that goes not only for access to equipment, but also a quality internet connection.
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