Contenido principal del artículo

Lucilene Amarante
Universidade Estadual de Maringá (Brasil)
Brasil
Biografía
Jani Alves Da Silva Moreira
Universidade Estadual de Maringá (Brasil)
Brasil
Biografía
Leonardo Dorneles Gonçalves
Universidade Federal do Rio Grande do Sul (Brasil)
Brasil
Biografía
Vol. 27 (2021), Estudios, Páginas 249-261
DOI: https://doi.org/10.14201/aula202127249261
Cómo citar

Resumen

El texto analiza el programa Tiempo de Aprender, presentado como una política de alfabetización por el Ministerio de la Educación de Brasil en el año de 2020. Se trata de los resultados de una búsqueda exploratoria y de análisis documentales que analiza los presupuestos teóricos y pedagógicos presentes en el programa instituido por la Disposición n.º 280/2020 (Brasil, 2020), cuyo propósito se fundamenta en la delimitación de las metas para el área, bien como en la performatividad docente para enfrentar los problemas de la alfabetización en el país. Las discusiones se relacionan con aspectos sobre los límites y posibilidades del programa mediante el problema del analfabetismo en el contexto de los colegios públicos brasileños. Los resultados indican que el programa Tiempo de Aprender enfoca la relación d

Descargas

La descarga de datos todavía no está disponible.

Detalles del artículo

Citas

Black-Fuller, L., Taube, S., Koptelov, Α., & Sullivan, S. (2016). Smartphones and pedagogy: Digital divide between high school teachers and secondary students. US-China Education Review,6(2), 124–131.

Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68–90. https://doi.org/10.1504/IJMLO.2019.096468.

Christensen, R., & Knezek, G. (2018). Reprint of Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in human Behavior, 78, 379-388.

Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of education and Development using ICT, 9(1), 112-125.

Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129–143. https://doi.org/10.1016/j.compedu.2018.01.004.

Hart, S. A., & Laher, S. (2015). Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa. South African Journal of Education, 35(4).

Hermans, R.; Tondeur, J., Braack, V. & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers, Computers & Education, 51(4), 1499-1509. doi: https://doi.org/10.1016& Society, 21(3), 48-59/j.compedu.2008.02.001

Joo, Y. J., Park, S. & Lim, E. (2018). Factors Influencing Preservice Teachers’ Intention to Use Technology Acceptance Model, Educational Technology & Society, 21(3), 48-59.

Kerr, S. L., & Schmeiche, M. J. (2018). Teacher twitter chats: Gender differences in participants' contributions. Journal of Research on Technology in Education, 50(3), 241–252.

Kim, H., J. & Kim, B. H. (2017). Desing of creative and personality Education Program using Smart 3D printer. Journal of Advanced Information Technology and Convergence, 7. 1-9. 10.14801/jaitc.2017.7.1.1

Kuzu-Demir, E. B., & Akbulut, Y. (2017). Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi [Development of a Scale to Address the Acceptance and Use of Online Social Networking Sites for Instructional Purposes]. Turkish Journal of Computer and Mathematics Education, 8(1), 52–82.

Leem, J., & Sung, E. (2018). Teachers' beliefs and technology acceptance concerning smart mobile devices for SMART education in South Korea. British Journal of Educational Technology, 50(2), 601-613. doi: 10.1111 / bjet.12612

Lefoe, G., Olney, I., Wright, R. & Herrington, A. (2009). Faculty development for new technologies: Putting mobile learning in the hands of the teachers. In J. Herrington, A. Herrington, J. Mantei, I. Olney, & B. Ferry (Eds.), New technologies, new pedagogies: Mobile learning in higher education (pp. 15-27). Wollongong: University of Wollongong.

Lu, J. &Churchill, D. (2014). The effect of social interaction on learning engagement in a social networking environment. Journal Interactive Learning Environments, 22(4), 401-417. doi: https://doi.org/10.1080/10494820.2012.680966

Lucas, M. (2018). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107 https://doi.org/10.1016/j.chb.2018.05.001.

Liu, S.H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022. https://doi.org/10.1016/j.compedu.2010.12.001

Montrieux, H., Courtois, C., Raes, A., Schellens, T., & De Marez, L. (2014). Mobile learning in secondary education: Teachers’ and students' perceptions and acceptance of tablet computers. International Journal of Mobile and Blended Learning, 6(2), 26–40. https://doi.org/10.4018/ijmbl.2014040103.

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in Education, 7, 257-275. https://doi.org/10.1007/s40692-020-00156-7

Nkula, K., & Krauss, K. E. (2014). The integration of ICTs in marginalized schools in South Africa: Considerations for understanding the perceptions of in-service teachers and the role of training. In Darelle van Greunen (Presidency). International Development Informatics Association (IDIA) conference, Port Elizabeth, South Africa).

Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159–172. https://doi.org/10.1111/bjet.12136.

Suárez-Rodríguez, J.M., Almerich, G., Gargallo, B. y Aliaga, F.M. (2013). Las competencias del profesorado en TIC: estructura básica. Educación XX1, 16(1), 39-62. 10.5944/educXX1.16.1.716

Tirado, R., & Aguaded-Gómez, J. I. (2012). Influencia de las medidas institucionales y la competencia tecnológica sobre la docencia universitaria a través de plataformas digitales. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 18(1), 1-18.

Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits and barriers. Computers in the Schools, 30(4), 295-308. doi:10.1080/07380569.2013.844637

Tsuria, R.; Yadlin-Segal, A.; Vitullo, A. & Campbell, H.A. (2017). Approaches to digital methods in studies of digital religion. The Communication Review, 20(2), 73-79. doi: 10.1080/10714421.2017.1304137

Whyley, D. (2018). Barriers to mobile learning advancements in the United Kingdom. In J. Voogt, G. Knezek, R. Christensen, & K. W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 807–816). Cham: Springer. https://doi.org/10.1007/978-3-319-53803-7_53-1.

Yildiz Durak, H. (2018). Examining the acceptance and use of online social networks by preservice teachers within the context of unified theory of acceptance and use of technology model. Journal of Computing in Higher Education, 31, 173-209. doi:10.1007/s12528-018-9200-6