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A CONSTRUÇÃO DE CARTILHAS DIGITAIS EM UM CURSO DE MEDICINA
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Resumo: Este trabalho apresenta uma reflexão sobre o processo de autoria de narrativas digitais sobre lugar e ambiente, traçando as possibilidades do software Scratch favorecer nesse processo. Dessa forma, tem como objetivo compreender as contribuições da teoria sócio histórico-cultural na construção, em pares, de narrativas digitais, por meio do software Scratch. O estudo foi realizado junto aos discentes do 6º ano de uma escola estadual no município de Campos Gerais-MG entre em dezembro de 2017 e janeiro de 2018. Trata-se de uma pesquisa participante, seguindo uma abordagem qualitativa com observação semiestruturada e jornal de pesquisa. Baseia-se, assim, a temática nas seguintes referências: Vygotsky, Bakhtin e Moran. Há inicialmente uma fundamentação teórica com um diálogo sobre os principais conceitos da teoria sócio histórico-cultural, seguindo de uma reflexão sobre o processo de autoria de narrativas e como softwares podem dar sentido a isso e por fim uma breve ilustração e discussão dos trabalhos realizados até então. Logo, têm-se indícios que tratar de assuntos da práxis social dos alunos favorece a construção de textos originais, podendo o software Scratch ser um potencializador desse processo, beneficiando o aprendizado da língua materna e o desenvolvimento do pensamento criativo. Palavras-chave: autoria; social; Scratch.
Abstract: This work presents a reflection on the process of authorship of digital narratives about place and environment, tracing the possibilities of Scratch software to support in this process. That way, it has as goal to understand the contributions of socio-historical-cultural theory in the construction, in pairs, of digital narratives, by means of Scratch software. The study was conducted with students enrolled in 6th grade from public school in Campos Gerais-MG between December 2017 and January 2018. A participant research, following a qualitative approach with semi-structured observation and research journal. The theme is based on the following references: Vygotsky, Bakhtin and Moran. There is initially a theoretical foundation with a dialogue on the main concepts of socio-historical-cultural theory, followed by a reflection on the process of authorship of narratives and how software can give meaning to this and finally a brief illustration and discussion of the work done until then. So, it has indications that treat with subjects of the social praxis of students favour the construction of original texts, and Scratch software can be an intensifier of this process, benefiting the learning of the mother tongue and the development of creative thinking.
Estudio descriptivo, con abordaje cualitativo, cuyo objetivo fue identificar la opinion de estudiantes acerca de la utilizacion de una hipermedia educacional sobre Puncion Venosa Periferica en la ensenanza de enfermeria. Fueron entrevistados 12 estudiantes de enfermeria de una universidad publica durante el primer semestre de 2013. Las entrevistas posibilitaron la identificacion de los nucleos de sentido y de categorizacion por el analisis de contenido y resultaron en cuatro categorias: influencia de la hipermedia en el aprendizado, tecnologia educacional como soporte a la ensenanza presencial, relacion de la hipermedia con la practica profesional y dificultades de acceso. La hipermedia presento resultados positivos, pues la mayoria de los academicos ha informado que el material ayudo en el aprendizaje y genero autonomia e interactividad en el momento de estudiar. Sin embargo, algunos apuntaron dificultad de acceso a hipermedia referente principalmente al servidor utilizado. Asi, la hipermedia se mostro una herramienta valida para uso, una vez que ayudo en el aprendizaje y desperto el interes y la curiosidad de los estudiantes.
As ferramentas tecnológicas da Web 2.0 favorecem a aprendizagem, gerando a possibilidade de melhoria do desempenho dos alunos. Entretanto, para que este objetivo seja alcançado, deve haver uma convergência entre diversos fatores que permeiam as práticas educacionais. Alinhar o modelo de aprendizagem ao projeto pedagógico e formar os professores para usarem as ferramentas tecnológicas, em especial as de autoria, são alguns dos fatores que favorecem o uso das TIC no espaço educativo. Com base em uma revisão da literatura, discutem-se estes aspectos e apresenta-se uma proposta de modelo conceitual de organização de conteúdos, baseado nas concepções de aprendizagem colaborativa. The technological tools of Web 2.0 promote language learning generating the possibility of improving student performance. However, for this goal is achieved there must be a convergence between the different factors involved in educational practices. Align the learning model to the teaching project and to train teachers to use technology tools, especially those of authorship, are factors that induce the use of ICT in education space. This article discusses these issues and proposes a conceptual model of organization content based on the concepts of collaborative learning.
This chapter critically examines the idea that young people have undergone a change in which exposure to digital and networked technologies has caused a step change in the character of a whole generation. The empirical and theoretical basis for this argument is reviewed and critical theoretical perspectives are assessed. Evidence from earlier research is compared and contrasted with evidence gathered from students who are said to be part of the new generation. The chapter explores the consequences of these ideas from the standpoint of networked learning. One aim of the chapter is to suggest ways in which the changes that have taken can be more adequately theorized in relation to the idea of networked learning. Arguments used to support generational change rely on a technological determinism and alternative accounts understand young people as active agents. I suggest expanding the notion of the agent to include persons enacting roles in collective organizations. Overall, the importance of the debate is that determinist arguments can close down debate and networked learning would be impoverished if this occurs.
Many faculty members believe that students today differ from those in the past. This paper reviews the empirical evidence for generational changes among students and makes recommendations for classroom teaching based on these changes. Generational changes are rooted in shifts in culture and should be viewed as reflections of changes in society.
This paper reviews findings from a number of studies, most of which rely on over-time meta-analyses of students' (primarily undergraduates') responses to psychological questionnaires measuring IQ, personality traits, attitudes, reading preferences and expectations. Others are time-lag studies of nationally representative samples of high school students.
Today's students (Generation Me) score higher on assertiveness, self-liking, narcissistic traits, high expectations, and some measures of stress, anxiety and poor mental health, and lower on self-reliance. Most of these changes are linear; thus the year in which someone was born is more relevant than a broad generational label. Moreover, these findings represent average changes and exceptions certainly occur.
These characteristics suggest that Generation Me would benefit from a more structured but also more interactive learning experience, and that the overconfidence of this group may need to be tempered. Faculty and staff should give very specific instructions and frequent feedback, and should explain the relevance of the material. Rules should be strictly followed to prevent entitled students from unfairly working the system. Generation Me students have high IQs, but little desire to read long texts. Instruction may need to be delivered in shorter segments and perhaps incorporate more material delivered in media such as videos and an interactive format. Given their heightened desire for leisure, today's students may grow into professionals who demand lighter work schedules, thereby creating conflict within the profession.
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