Teaching technologies used in Education in the COVID-19 pandemic: an integrative review
DOI:
https://doi.org/10.33448/rsd-v10i1.11974Keywords:
Technologies; Education; Teaching; Pandemic; COVID-19.Abstract
The coronavirus pandemic (COVID – 19) caused the on-campus teaching to be paralyzed, causing an immediate change in the educational process worldwide. The aim of this study is to analyze through an integrative review the use of the various technologies applied in teaching in different areas of knowledge, during the COVID-19 pandemic. The research is of a qualitative nature on the relationship and application of technologies in / for teaching. According to the objective, it has a descriptive and exploratory character, using as technical procedures an integrative review in relation to the theme addressed. The research was carried out through articles indexed in the electronic databases in Science Direct and Google Scholar, published in Portuguese and English, from 2010 to 2020, considering the following descriptors: Technologies; Education; Pandemia and COVID-19. Inclusion criteria were consistency with the theme, and exclusion was repetition of articles or non-adequacy to the theme. 56 articles (n = 56) were found, which were reduced to (n = 12) after analysis. The data report that the inclusion of technologies, especially the digital ones incorporated by means of platforms for remote education, enables a better qualification in teaching, in addition to facilitating the learning of the developed contents.
References
Abduirahman, E. A. L., Abdeirahim F. I., Fathi, M. A., & Rafdan, H. A. A. Distance education as a response to pandemics: Coronavirus and Arab culture, Technology in Society, Volume 63, November 2020,
Alves, L. R. G., Minho, M., & Diniz, M. Gamificação: diálogos com a educação. In: Fadel, L. M., Ulbrich, V. R., Batista, R., & Vazin, T. (Org.). Gamificação na educação: Pimenta Cultural, 1, 73-95, 2014.
Bogdan, R., & Biklen, S. Investigação qualitativa em educação: uma introdução à teoria e métodos: Porto, 1999.
Borba, R. C. do N., Teixeira, P. P., Fernandes, K. de O. B., Bertagna, M., Valença, C. R., & Souza, L. H. P. de. Percepções docentes e práticas de ensino de ciências e biologia na pandemia: uma investigação da Regional 2 da SBEnBio. Revista de Ensino de Biologia da SBEnBio, [S. l.], 13(1), 153-171, 2020. 10.46667/renbio.v13i1.337.
Cani, J. B., Sandrini, E. G. C., Soares, G. M., & Scalzer, K. Educação e covid-19: a arte de reinventar a escola mediando a aprendizagem “prioritariamente” pelas TDIC. Revista Ifes Ciência, v. 6, Edição Especial, n. 1, 2020, p. 23-39. https://ojs.ifes.edu.br/index.php/ric/article/download/713/484.
Coscarelli, C. V. Perspectivas culturais de uso de tecnologias digitais e a educação. Revista Brasileira de Alfabetização, Belo Horizonte-MG, 1(8), 33-56| jul./dez.2018. http://abalf.org.br/revistaeletronica/index.php/rabalf/article /view/293/211.
Debajyoti, P., & Vajirasak, V. Perceived usability evaluation of Microsoft Teams as an online learningplatform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review. v.119.2020.
Diesel, A., Baldez, A. L. S., & Martins, S. N. Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, 14(1), 268-288, 2017.
Gravata, A. et al. Volta ao mundo em 13 escolas: Fundação Telefônica: A. G., 2013.
Fornaziero, C. C., & Gil, C. R. R. Novas tecnologias aplicadas ao ensino da anatomia humana. Revista Brasileira de Educação Médica, 27(2), 141-146, 2003.
Fornaziero, C. C., Gordan, P. A., Carvalho, M. A. V., Araujo, J. C., & Aquino, J. C. B. O Ensino da Anatomia: Integração do Corpo Humano e Meio Ambiente. Revista Brasileira De Educação Médica, 34, (2), 290–297, 2010.
Khurana, K. K. Telecytology and its evolving role in cytopathology. Diagn Cytopathol. 2012 Jun; 40(6):498-502. 10.1002 / dc.22822.
Lauridsen H. et al. Inside out: modernas técnicas de imagem para revelar a anatomia animal. PLoS ONE 6, e17879. 2011. (10.1371 / journal.pone.0017879).
Martins, E. R., & Gouveia, L. M. B. (2019). Aprendizagem Móvel com a Tecnologia Educacional Kahoot: uma discussão da perspectiva dos aprendizes. Revista EducaOnline, 13(3), 37-57.
Mavrikios, D. et al. Using Holograms for visualizing and interacting with educational content in a Teaching Factory. Procedia Manufacturing, 31, 404-410, 2019.
Mill, D. Docência virtual: uma visão crítica. (1. ed.). Editora Papirus, 2012
Moraes, M. C. Subsídios para Fundamentação do Programa Nacional de Informática na Educação: SEED/MEC, 1997.
Morgado, L. Os mundos virtuais e o ensino-aprendizagem de procedimentos. Revista Educação e cultura contemporânea, 6(13), 2020.
Moreira, M. A. (2006). A teoria da aprendizagem significativa e sua implementação em sala de aula. Brasília: Editora da UnB.
Paul, Z. C. Learning cytology in pandemic times: an institutional educations experience with distance learning. Journal of the American Society of Cytopathology. 9, 579 a 585, 2020.
Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka, R. (2018). Metodologia da pesquisa científica. Ed.UAB/NTE/UFSM. https://repositorio.ufsm.br/bitstream/handle/1/15824/Lic_Computacao_Metodologia_Pesquisa Cientifica.pdf?sequence=1
Prensky, M. Aprendizagem baseada em jogos digitais. [Sl], 2012. Editora SENAC.
Ramos, D. K., Campos, T. R. O uso de jogos digitais no ensino de Ciências Naturais e Biologia: uma revisão sistemática de literatura. Revista Electrónica de Enseñanza de las Ciencias, 19(2), 450-473, 2020.
Rojo, R. Pedagogia dos multiletramentos: diversidade cultural e de linguagens na escola. In: Rojo, R.; Moura, E. (org.). Multiletramentos na escola: Parábola Editorial, 2012.
Silva, D. dos S., Andrade, L. A. P., & Santos, S. M. P. dos. Teaching alternatives in pandemic times. Research, Society and Development, [S. l.], v. 9, n. 9, p. e424997177, 2020. 10.33448/rsd-v9i9.7177.
Vieira, R. M., Tenreiro-Vieira, C., & Martins, I. P. Critical thinking: Conceptual clarification and its importance in science education. Science education international, 22(1), 43-54, 2011.
Vieira, A. de S. et al. O estado da arte das práticas de gamificação no processo de ensino e aprendizagem no ensino superior. Revista Brasileira de Ensino Superior, Passo Fundo, 4(1), 5-23, jan/mar., 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Josaphat Soares Neto; Francisco Victor Alves de Pinho; Heliene Linhares Matos; Allyson Rodrigo de Oliveira Lopes; Gilberto Santos Cerqueira; Emmanuel Prata de Souza
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.