O uso das tecnologias digitais no ensino básico: desafios e possibilidades

Abstract

The present study was based on works carried out in the Specialization course in Digital Technologies and Education 3.0 held at the Pedagogical Center of the Federal University of Minas Gerais, specifically, presenting five didactic sequences elaborated for the following subjects of the course: Innovation and Digital Technologies 3.0 , Moodle and Learning Objects, Distance Education and Innovation, Audiovisual Resources at School and Social Networks in Education. The general objective of this work was made by the presentation of the didactic sequences elaborated throughout the specialization, justifying itself by the importance of registering moments of learning in the course, that is, here we were able to glimpse the ways in which the educators-students established to deal with the challenge of contemplating digital technologies in their curricular planning, while constituting contemporary existences. Therefore, the didactic sequences presented took us towards the new possibilities, allowed us to take other perspectives, as well as traversing different teaching perspectives, such as, for example, the creation of a podcast (exposure of content in audio format), of knowledge about the subject. storytelling genre (display of content in storytelling format), the use of Youtube. These and other media enabled us to develop projects / works with our students that enabled the development of their potential, revealing the arsenal of previous technological knowledge that can be used in the teaching and learning process. After all, the student when (re) builds knowledge and manages to mold solid concepts about the world, develops his ability to act and react in the face of reality, thus making his learning effective. Thus, from this portfolio and the didactic sequences constructed, it is concluded that analyzing, discussing and reflecting ways of introducing into school planning, as well as, in the basic education curriculum, ways of working as digital technologies became necessary, being able to say urgent, in this present time whose modernity can already be treated as hypermodern in the sense of the search for the new, for innovations. Therefore, we have, as teachers and people receptive to multi-tools, that allow us to enter, know and tread the technological bias in a harmonious way, adapting us to the novelties of ‘cyberculture’.