Instagram as an educational tool for foreign language teachers’ education
DOI:
https://doi.org/10.33448/rsd-v10i3.13445Keywords:
Instagram; Technology; Education; Teaching; Foreign language.Abstract
This article analyses the use of the social network Instagram as a means of disseminating content on technology and education in order to assist the education of foreign language teachers. This work is yield of studies of the research group - Technologies for Communicative Teaching of Foreign Languages (TECLE) - of the Federal University of Ceará (UFC). It aims to present a social network included in a non-formal teaching context, capable of not only disseminating the group, but also proposing innovative methodologies for language teaching and disseminating relevant information for teachers’ inclusion in the digital culture. The adoption of such proposal is relevant because digital technology is increasingly present in educational practices, leading to the need for adaptation. The methodology adopted in the study is exploratory, through which weekly created and shared publications were analysed in light of the Technological Pedagogical Content Knowledge (TPACK) model. The results of the study point out the contribution of the social network Instagram in the initial and continuing education of foreign language teachers, promoting the integration among pedagogical, content and technological knowledge of these professionals.
References
AlGhamdi, M. A. (2018). Arabic Learners' Preferences for Instagram English Lessons. English Language Teaching, 11(8), 103-110. Obtido em: http://www.ccsenet.org/journal/index.php/elt/article/view/76659. doi: 10.5539/elt.v11n8p103
Alves, L. A., Mota, F. M., & Tavares, P. T. (2018). O Instagram como processo de engajamento das práticas educacionais: a dinâmica para a socialização do ensino-aprendizagem. Revista Científica da FASETE, (19), 25-43. Obtido em: https://www.unirios.edu.br/revistarios/internas/conteudo/resumo.php?id=368
Barton, D., & Lee, C. (2015). Linguagem online: textos e práticas digitais. (M. C. Mota, Trad.). São Paulo: Parábola Editorial. (Obra original publicada em 2013)
Conte, E., & Martini, R. M. F. (2015). As Tecnologias na Educação: uma questão somente técnica? Educação & Realidade, 40(4), 1191-1207. Obtido em: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2175-62362015000401191. doi: https://doi.org/10.15Lopes90/2175-623646599
Costa, F. V. (2019). Use of Instagram as a study tool: analysis of a profile of the biological area. Research, Society and Development, 8(10), p. e238101360. Obtido em: https://rsdjournal.org/index.php/rsd/article/view/1360. doi: 10.33448/rsd-v8i10.1360.
David, F. de F. dos S., Silva, A. B. A. da, Baldasso, G., Marculino, C. H. de S., Almeida, J. V. de, & Soltau, S. B. (2019). A proposal to use Instagram in methodology applicable in High School disciplines. Research, Society and Development, 8(4), p. e1684959. Obtido em: https://rsdjournal.org/index.php/rsd/article/view/959. doi: 10.33448/rsd-v8i4.959.
Davies, T., Lorne, C., & Sealey-Huggins, L. (2019). Instagram photography and the geography field course: snapshots from Berlin. Journal of Geography in Higher Education, 43(3), 362-383. Obtido em: https://www.tandfonline.com/doi/abs/10.1080/03098265.2019.1608428. doi: https://doi.org/10.1080/03098265.2019.1608428
Dudeney, G., Hockly, N., & Pegrum, M. (2016). Letramentos digitais. (M. Marcionilo, Trad.). São Paulo: Parábola Editorial. (Obra original publicada em 2013)
Faustino, P. (2019). Marketing Digital na Prática: Como criar do zero uma estratégia de marketing digital para promover negócios ou produtos. São Paulo: DVS Editora.
Freitas, M. T. (2010). Letramento digital e formação de professores. Educação em revista, 26(3), 335-352. Obtido em: https://www.scielo.br/pdf/edur/v26n3/v26n3a17. doi: https://doi.org/10.1590/S0102-46982010000300017
Gabriel, M. C. C. (2017). Educ@r. São Paulo: Saraiva.
Kurtz, F. D., Vargas, R. S. de, & Moura, R. O. de (2018). Tecnologias e formação de professores de línguas: além de uma perspectiva técnica. Afluente: Revista de Letras e Linguística, 3(7), 139-158. Obtido em: http://www.periodicoseletronicos.ufma.br/index.php/afluente/article/view/9152
Lopes, D. V. (2011). As novas tecnologias e o ensino de línguas estrangeiras. Revista Científica Tecnologus, 6(1). Obtido em: http://unibratec.edu.br/tecnologus/wp-content/uploads/2012/08/tecnologus_edicao_06_artigo_01.pdf
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054. Retrieved from: http://tpack.org/. doi: 10.1111/j.1467-9620.2006.00684.x
Moraes, J. L. A., Ferreira, P. M., Ramos, A. M. P. C., Aben-Athar, C. Y. U. P., Sousa, F. de J. D. de. (2021). The use of social networks as a tool in academic monitoring: experience report. Research, Society and Development, 10(2), p. e38710212360. Obtido em: https://rsdjournal.org/index.php/rsd/article/view/12360. doi: 10.33448/rsd-v10i2.12360.
Pereira, A. S., Shitsuka, D. M., Parreira, F. J., & Shitsuka, R. (2018). Metodologia da pesquisa científica. Santa Maria, RS: UFSM.
Piza, M. V. (2012). O fenômeno Instagram: considerações sob a perspectiva tecnológica. Obtido em https://bdm.unb.br/handle/10483/3243
Prodanov, C. C., & Freitas, E. C. (2013). Metodologia do trabalho científico: métodos e técnicas da pesquisa e do trabalho acadêmico. 2ª ed. Novo Hamburgo: Feevale.
Rolando, L. G. R., Luz, M. R. M. P., & Salvador, D. F. (2015). O Conhecimento Tecnológico Pedagógico do Conteúdo no Contexto Lusófono: uma revisão sistemática da literatura. Revista Brasileira de Informática na Educação, 23(3), 174-190. Obtido em: https://www.arca.fiocruz.br/handle/icict/13953. doi: http://dx.doi.org/10.5753/rbie.2015.23.03.174
Santos, E., Colacique, R., & Carvalho, F. D. S. P. de (2016). A autoria visual na internet: o que dizem os memes? Quaestio-Revista de Estudos em Educação, 18(1), 135-157. Obtido em: http://periodicos.uniso.br/ojs/index.php/quaestio/article/view/2570
Sari, F. M., & Wahyudin, A. Y. (2019). Undergraduate Students' Perceptions Toward Blended Learning through Instagram in English for Business Class. International Journal of Language Education, 3(1), 64-73. Obtido em: https://ojs.unm.ac.id/ijole/article/view/7064. doi: https://doi.org/10.26858/ijole.v1i1.7064
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Obtido em: https://journals.sagepub.com/doi/10.3102/0013189X015002004. doi: https://doi.org/10.3102/0013189X015002004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 José Hemison de Sousa Magalhães; Larissa Ingrid Paiva; Sara de Paula Lima
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.
