TRENDS AND INNOVATIONS: HOW FAR CAN A TEACHER IDENTIFY THEM IN THE
DAILY PRACTICE? AN ANALYSIS OF STRATEGIES OF INTEGRATING
TECHNOLOGIES IN THE CURRICULUM BASED ON THE WORK OF THE BLOG WEB
CURRICULUM
R. Ribeiro1, M. Mandaji2, N. Camas3 , A. Tercariol4 , R. Silva5 , N. Mengalli6
1 Pontifícia Universidade Católica de São Paulo(BRAZIL)
2 Universidade Paulista (BRAZIL)
3 Universidade Federal do Paraná (BRAZIL)
4 Unoeste (BRAZIL)
5 SEE-SP (BRAZIL)
6 Pontifícia Universidade Católica de São Paulo(BRAZIL)
Virtual Presentation Paper ID 33552
Brazil
Nov. 2013
Abstract
This article has as its goal to identify characteristics of innovative practices in
reference to the integration of web technologies in the curriculum and the
creation of parameters which may serve as basis for other innovative practices,
once that standards and practices of technology in education for the web are still
not widely discussed amongst Brazilian educators. The panorama of the problem
of rescuing those practices, having in mind the context of the use of the Web 2.0
in Web Curriculum, and contextualizing them is the objective proposed. The use
of ICT (Information and Communications Technologies) in education is not
anymore a distant reality for most educators, once actions such as those
performed by the Ministery of Education of Brazil (MEC) which took educational
laptops to schools and developed professional training for teachers and the
growth of distance learning courses for training and development. Considering
the scenario, it is fundamental that the teacher has access to information about
what other teachers have been developing with the use of technology, what
schools make available, which practices are being executed with students, other
than using the tools available on the web for the fulfillment of the integration of
technology in the curriculum.
Keywords: Technology, education, practices, web curriculum, web 2.0
USP ECA
- Prova
Brazil
2013Didática
Profa. Dra. Mônica Mandaji
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INTRODUCTION
The use of ICTs (Information and Communication Technologies) in education
stopped being a distant reality for many educators, once that actions such as those
performed by the MEC (Ministery of Education in Brazil) which brought laptop
computers to schools and developed programs of continuous professional training
for teachers, and also the growth of distance learning university courses in the
country, in bachelor degrees and postgraduate programs as well as summer
schools.
Analyzing the current panorama of technologies in schools, it is fundamental that
the teacher gets information about what other teachers have been developing with
the use of technology, what schools make available, which practices are being done
with the students, as well as how to use the tools available in the Web 2.0 for
executing a coherent job in integrating technologies in the school curriculum.
Considering this new reality, during the scientific event at Catholic University of São
Paulo – Brazil (PUC-SP) I Seminar Web Curriculum, a blog was created. Named
“Web Currículo PUC-SP”, the blog had as one of its goals to present information
about the event. Afterwards, the blog took the role of a space to publicize
information and trends in the areas of Education and Technology, with content
being always updated about practices related to education and technology,
distance learning and education with the use of Web 2.0 tools.
USP ECA
- Prova
Brazil
2013Didática
Profa. Dra. Mônica Mandaji
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Concepts – Trends and
Innovation
As a starting point for the
conceptualization of trends,
one can examine the
dictionary definition of the
term which reads:
substantive (latin origin:
tendentia) 1 Instinctive and
natural disposition towards
something; vocational intent.
2 Force which determines
the movement of an object
3: change which implies
deterioration of the inherited
qualities of a population.
USP ECA
- Prova
Brazil
2013Didática
Profa. Dra. Mônica Mandaji
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Gathering the Results
Currently, the insertion of ICT
in public schools in Brazil,
have had great advancements
in
the
direction
of
universalizing the access to
broadband
internet.
To
Almeida (2010b), the students
which today are in schools
find themselves immersed in
the digital culture and say that
they use the computer and
the internet in different places
which they go to everyday. To
Saldanha
(2009),
young
people are researching in the
internet in cybercafés, for
instance. From this point of
view, the search for trends
and innovation was built in
the Seminars Web Curriculum.
USP ECA
- Prova
Brazil
2013Didática
Profa. Dra. Mônica Mandaji
Final remarks
In a world branded by an
avalanche of information
everyday
through
the
revolution of technology
and communication, the
processes of teaching and
learning have gone through
deep changes, or, at least,
should be converging to
them.
About
60.000
schools are connected to
the internet, today in Brazil,
through broadband, in an
estimative of the Ministery
of Education, which shows
that the school have the
technological
infrastructure, but do not use it
for classroom practices.
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- Prova
Brazil
2013Didática
Profa. Dra. Mônica Mandaji
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