A pandemia decorrente da COVID-19 trouxe mudanças profundas para toda a sociedade, seja no seu contexto social ou profissional. Escolas e Universidades no Brasil e no Mundo fecharam com a intenção de frear a contaminação da COVID-19 e muitos professores se viram obrigados, num curto período de tempo, a reinventar suas aulas presenciais em uma modalidade não presencial, mediadas pela tecnologia. No entanto, nem todos os professores, que no seu cotidiano já possuem uma sobrecarga de trabalho, estavam preparados para esta mudança tão repentina. Muitos se viram obrigados a adquirir novos conhecimentos em relação ao uso das tecnologias para integrá-las nas suas atividades pedagógicas, aumentando ainda mais esta sobrecarga. Este cenário de trabalho excessivo pode levá-lo ao estresse, favorecendo quadros de angústia, além de ansiedade e depressão devido às incertezas decorrentes da pandemia, à busca por aquisição de conhecimento e à intensificação do fluxo de informação. Neste contexto, este artigo mostra os resultados provenientes de uma pesquisa realizada com 394 professores universitários, que estejam ou tenham estado em isolamento social imposto pelo COVID-19 exercendo atividade docente. O objetivo foi compreender os fatores de estresse relacionados às mudanças urgentes e em caráter de contingência nas práticas de ensino na educação superior decorrentes da pandemia, no Brasil. Os resultados mostram que a percepção de estresse é real entre os docentes do ensino superior no Brasil que se mantiveram em atividade de ensino remoto durante o isolamento social decorrente da pandemia; há predominância de estresse nas professoras em relação aos professores; professores das áreas de Ciências Jurídicas e da Saúde parecem perceber mais o estresse; aqueles que se declararam com um nível de habilidade no uso de tecnologia mais baixo são os que mais sentiram as variáveis de estresse durante a pandemia.

The programming teaching faces serious challenges all over the world. Many students end up abandoning the Computer Science courses in their freshman years because they are not able to understand the concepts taught in introductory courses. On the other hand, the development of games is an opportunity for the students to perform an actual activity of the career and hence it may serve as an incentive to their motivation, commitment, and proactivity. This article describes a teaching approach based on the Problem Based Learning (PBL) methodology, which is associated to the development of educational games to drive the programming teaching in an introductory and practical course of programming teaching. The article presents details on the approach and how it was conducted in a case study with 30 students. The article also comprehends the approach's assessment, as well as the results got through the evaluation survey with students and teachers.

No abstract

Virtual reality technology can assist the teaching-learning process via concrete concepts that follow a sequence of steps to accomplish a task in a three-dimensional space, as proven in the literature (e.g., operating a vehicle or disaster relief simulation). However, it is not clear whether virtual reality can also enhance situations involving concepts that are not inherently related to a three-dimensional space, such as the execution of a computer algorithm. This paper presents an immersive and interactive virtual reality simulator that can aid in the teaching of the memory management functionality of operating systems, including single, fixed and dynamic contiguous techniques, and the non-contiguous technique of paging. Learners are immersed inside a computer motherboard to learn memory management functionality of operating systems. They use a head-mounted display such as 3D virtual reality headsets and can interact with the environment using eye-gaze tracking and a joystick. We also present a case study in which 80 students were divided into two groups to evaluate the simulator. Our results indicate that using our simulator is a more effective approach for teaching memory management concepts than expositive classes. The functionality and usability tests results highlighted the positive aspects of the simulator and improvements that could be made.

The paper aims to present the conditions surrounding the use of ICTs in Brazilian schools. The goal of the study was to offer a wide perspective that included the opportunities, barriers, transfer of knowledge, and challenges related to introducing information technology into education. The technique used was qualitative - an expert interview with four experienced respondents. The individuals interviewed represented different areas of professional activity: the academic sector, the implementation of practical activities in schools, pedagogical supervision, and the development of commercial software. The study was conducted in 2019, as part of the expert conference CBIE (Congresso Brasileiro de Informática da Educação – Brazilian Conference on Computers in Education). The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools. Keywords: ICT; Brazil; school; computers; Internet; information society; experts; interview; SELI;