Learning, Arts, and Technology: Creating Animations in Teacher Education in Brazil

Prata-Linhares, Martha Maria; Bossler, Ana Paula; Caldeira, Pedro Zany

doi:10.1108/s1479-368720150000025012

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…This practice may be linked to the notion of innovation mentioned by Orozco (2007) and Muñoz-Cano et al (2012), in the sense of thinking new strategies for the teaching process that allow for the developing of cognitive skills. Also, according to Salinas (2009), when it demands changes in the way of thinking and organising disciplines, which implies in promoting curricular changes and moving forward with innovative teaching practices (Alves et al, 2011;Masetto & Gaeta, 2015;Prata-Linhares, Bossler, & Caldeira 2015;Prata-Linhares & Gaeta, 2016).…”

Section: Resultsmentioning

confidence: 99%

<b>Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices

Arruda¹,

Prata-Linhares

Paredes

2018

Acta Sci. Educ.

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This article emerges from an exploratory qualitative study conducted with faculty members from higher education institutions in Brazil, Spain and Mexico. The goal of the study was to analyse the perceptions of faculty members from the looked at institutions, on pedagogical innovation resulting from the use of Information and Communication Technologies (ICT) in their teaching practices. The data were collected through a semi-structured questionnaire forwarded by e-mail. Content analysis technique was used to study the data. Results showed three types of perceptions held by faculty members in relation to pedagogical innovations arising from the use of ICT in their practices. Most firmly believe and identify innovations resulting from the use of ICT. A smaller number of participants also identify innovations, but point out that, in addition to the use of ICT, they are the result of the teacher's attitude. There is also the opinion related to the saturated use of ICT, without the perception of innovation.

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Section: Resultsmentioning

confidence: 99%

<b>Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices

Arruda¹,

Prata-Linhares

Paredes

2018

Acta Sci. Educ.

Self Cite

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If it does not move me, it does not belong to me: challenges to teacher education in a global and sustainable perspective

Pimenta¹,

Prata-Linhares²,

Júnior³

2018

Lumina

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In these first years of the millennium, schools in Brazil and around the world have faced great challenges. Including: complex social circumstances (large scale population migration), the arrival of the Internet providing fast access to every type of information and the exclusion of the population that is not connected, appreciation of knowledge as a factor of production, the appeal for consumerism and the need for principles and practices that give value to diversity and sustainability. Added to this, is the resistance of these institutions regarding change, and the powers of persuasion of the media as inductive of behaviors and desires. However, we think that the primary material for the necessary transformations is in the school itself. In it, and from it, will changes be generated and implemented. Based on data collected, in eight countries, carried out with university teachers and students of courses for the development of teachers, analysis and reflections will be presented which highlight the role of the education institutions in the necessary transformations and suggestions for the implemented changes.

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Learning, Arts, and Technology: Creating Animations in Teacher Education in Brazil

Cited by 2 publications

References 8 publications

<b>Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices

<b>Pedagogical innovation with the use of ICT: perceptions of faculty members from Brazil, Spain and Mexico about their practices

If it does not move me, it does not belong to me: challenges to teacher education in a global and sustainable perspective

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