A proposal to use Instagram in methodology applicable in High School disciplines

Authors

  • Francielli de Fatima dos Santos David Universidade Federal de Alfenas
  • Amanda Borges Aparecida da Silva Universidade Federal de Alfenas
  • Gabriel Baldasso Universidade Federal de Alfenas
  • Cássio Henrique de Souza Marculino Universidade Federal de Alfenas
  • João Victor de Almeida Universidade Federal de Alfenas
  • Samuel Bueno Soltau Universidade Federal de Alfenas

DOI:

https://doi.org/10.33448/rsd-v8i4.959

Keywords:

Teaching; Ubiquitous Learning; Instagram Application; Cell Phones; Media; Social Network.

Abstract

We propose the use of the Instagram application as a didactic resource in the teaching and learning process of the disciplines in the high school curriculum, without abandoning the original uses that characterize the application and which were socially constructed by its users. The proposal described aims to the use of the cellphone and the Instagram as a possible solution to the difficulties faced in contemporary teaching in front of the entrance of social media in the classroom, as cellphones are increasingly present and are used in a way considered inconvenient for the expected behavior of students in the classroom. The proposed method explores four functions of Instagram: Stories, Direct, IGTV e Post, which can be used at different times during or outside of classes. As result, the tool proved effective, meeting the proposed requirements for facilitating communication between students and teachers, as well in the dissemination of contents related to the topics discussed in the classroom in terms of ubiquitous learning, once the application can be accessed from anywhere and at any time, provided you have an internet connection. In conclusion, except restrictions of local normative character and internet access, the use of cellphones associated with the Instagram application, has potential attributes that can be exploited as an auxiliary tool of the teacher to make approach diagnoses appointed by him during the classes, as well as a virtual environment of extraclass communication, where the teacher has the possibility to provide content that favors the social and technological dynamics oriented to the acquisition of knowledge.

References

Araújo, S. P., Vieira, V. D., Klem, S. C. S., & Kresciglova, S. B. (2017). Tecnologia na Educação: Contexto Histórico, Papel e Diversidade. IV Jornada de Didática e III Seminário de Pesquisa do CEMAD 40 anos CEMAD. 920-928

Balbinot, A. B., Zaro, M. A., & Timm, M. I. (2011). Funções psicológicas e cognitivas presentes no ato de dirigir e sua importância para os motoristas no trânsito. Ciências & Cognição, 16(2). 13-29

Brasil, I. B. G. E. (2011). Pesquisa Nacional por amostra de domicílios 2011: Acesso à Internet e posse de telefone móvel celular para uso pessoal. Instituto Brasileiro de Geografia e Estatística. Rio de Janeiro: IBGE. Recuperado em 30 de Janeiro, 2019, de https://biblioteca.ibge.gov.br/visualizacao/livros/liv94414.pdf

Santaella, L. (2010). A aprendizagem ubíqua substitui a educação formal?. Revista de Computação e Tecnologia (ReCeT). ISSN 2176-7998, 2(1), 17-22.

Silva, A. D. S. (2006). Do ciber ao híbrido: tecnologias móveis como interfaces de espaços híbridos. Imagem (ir) realidade: comunicação e cibermídia. Porto Alegre: Sulina, 21-51.

Josgrilberg, F., & Lemos, A. (2009). Comunicação e mobilidade: aspectos socioculturais das tecnologias móveis de comunicação no Brasil. EDUFBA.

Kohn, K., & Moraes, C. H. (2007). O impacto das novas tecnologias na sociedade: conceitos e características da Sociedade da Informação e da Sociedade Digital. In XXX Congresso Brasileiro de Ciências da Comunicação, 30(3). 1-13

Novak, J. D., Gowin, D. B., & Valadares, C. (1996). Aprender a aprender.

Pires, M. A., & Veit, E. A. (2006). Tecnologias de Informação e Comunicação para ampliar e motivar o aprendizado de Física no Ensino Médio. Revista brasileira de ensino de física. 28(2). 241-248.

Ramos, M. R. V. (2012). O uso de tecnologias em sala de aula. V Seminário de Estágio do Curso de Ciências Sociais do Departamento de Ciências Sociais-UEL. 1(2). 1-16

Vieira, V., Bianconi, M. L., & Dias, M. (2005). Espaços não-formais de ensino e o currículo de ciências. Ciência e Cultura, 57(4), 21-23.

Wang, S. P., & Ledley, R. S. (2012). Computer architecture and security: Fundamentals of designing secure computer systems. John Wiley & Sons.

Downloads

Published

13/02/2019

How to Cite

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. A proposal to use Instagram in methodology applicable in High School disciplines. Research, Society and Development, [S. l.], v. 8, n. 4, p. e1684959, 2019. DOI: 10.33448/rsd-v8i4.959. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/959. Acesso em: 24 apr. 2024.

Issue

Vol. 8 No. 4

Section

Education Sciences

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.