Organized by the Brazilian Public Basic Education Studies Group, this was the third meeting of a series of five seminars, scheduled to take place until the beginning of 2018 on the problems of basic education in Brazil – including early childhood education, basic education, general secondary education, and Youth and Adult Education (EJA). The first took place in September and addressed the qualification of public primary school teachers and the infrastructure they have for their work. The second, in October, addressed the quality of education. The next seminars will focus on the following topics: innovative experiences and regulatory documents (plans, curricula, common national basis).

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“This story that the digital generation knows everything is the biggest illusion. The correct thing is to say they are not afraid of technology and the role of the teacher is to teach them to discern what is important and correct and how to use it for learning, “added Lung Wen. At FMUSP, he teaches the Telemedicine class, which aims to prepare students for the new technological realities that involve the profession.

Also present at the conference, Guilherme Ary Plonski, deputy director of the IEA and current director of technology and innovation at the Vanzolini Foundation, believes that access to computers can no longer be only in computer classes, as a complement to conventional disciplines. “We are all immersed in an environment with technologies. We need, therefore, to prepare students to navigate in this world and to enjoy what is good, at the same time to be aware of the values ​​involved. It is a world that is in transformation, “he said.

Second data from the 2016 report of the Regional Center for Studies on the Development of the Information Society (Cetic), brought to the discussion by Plonski, 95% of public schools located in urban areas have access to the internet. Of these same schools, 98% have a desktop computer and 86% laptop computers. However, what predominates as equipment used by students to access the Internet is the mobile phone: in 2016, 77% said that this is the main means of access to the network.

The data are in line with technological developments in schools. As Plonski explained, the use of technology in schools was done in a computer lab; then the idea was to have one computer per student inside the classrooms. Today, the so-called BYOD (bring your own device) prevails, in which students take the equipment to be used.

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Plonski compared the difficulty of schools to deal with technology with saci-pererê, a Brazilian folkloric character striking his mischief: “The only way to stop saci is to take his cap off and put it in a bottle. There is often a question of how to deal with technology, such as holding it in a bottle. “

Distance Education

One way of taking advantage of technological developments in favor of education is through distance education. “The training of the teacher through distance education, with technology, will make the teacher to be in this digital society,” said the speaker of the event, Maria Alice Carraturi, current president of the Virtual University of São Paulo (Univesp), public university which offers semipresential courses for the entire state.

According to Maria Alice, one of EAD’s main goals is to “teach difficult things the easy way.” She explained that students have only one theoretical discipline at a time, with practical activities simultaneously, allowing the student to delve deeper into this matter without All of Univesp’s videotapes are free and available for everyone to access on the internet.

Many of the distance learning students are already trained in other professions and wish to improve their skills or even leave the market to enter teaching with undergraduate courses.

She recalled that students in the semipresential courses need to understand the differences of the model. “When we go into face-to-face education no one talks about how we should be as students. In the EaD we have manuals. In the classroom we already know how to behave, not yet on the network, so we have to say how to be on the network. If the subject does not manage himself, he does not take a distance course, “explained Maria Alice. Some of the differences are exchange of books by PDFs and group discussion in the forum. She also says that many students end up not assimilating the forums as a place of debate and teaching, but as a social network.

Despite the growth of Brazilian EADs – only in Univesp there was an increase from 2,100 students to 18,000 between the first and second half of 2017 – Marcos Formiga, a professor at the University of Brasília (UnB) and former vice president of the Brazilian Distance Education Association (ABED), emphasized that Brazil is the only country in the world with more than 100 million inhabitants without an open university. According to him, in the European community there is a balance between presencial and digital, while in Asia there is already a predominance of digital education students.

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Another controversial issue that involves EaD, which was raised by IEA honorary professor Yvonne Mascarenhas of the São Carlos Institute of Physics of São Carlos (IFSC), is the loss of quality of training due to the massification of distance learning courses. “As far as massification is concerned, I think it brings a pejorative way of dealing. The quality [of distance learning] has already been researched and the numbers say that whatever mode you study, the result may be the same, “said Maria Alice.


With the increasing presence of technology, the roles in learning are changing. One of the possible ways to be explored is metacognition. Stanford University’s John Flavell defined metacognition in the 1970s as people’s knowledge of their own cognitive processes and the ability to control those processes by monitoring and modifying them to achieve their goals.

“I often say that the best metacognition I’ve seen, in practical examples, was in the Apollo 13 mission, with the failure to go to the moon and the development of so original solutions, it is the process in which they use their knowledge and develop new solutions, commented Chao Lung Wen.

The mission, which was intended to land on the moon, did not complete the objective due to an accident during the journey. An explosion in the equipment and support compartment prevented the moon landing and endangered the life of the crew. Even so, after six days in space, the crew returned alive to Earth.

In Telemedicine class, Lung Wen applies what he calls “metacognitive 4.0 interactive education,” whose learning is based on solutions to problems – 4.0 refers to the 4th industrial revolution, marked mainly by digital.

In the discipline students also have to teach, with 15 days to prepare and adding another 20% of extra content to be taught, in addition to what the teacher has already made available. The idea is to keep the class from being a summary. “The responsibility of having to teach others what has been learned makes the student pay more attention, research and design didactic strategies, which improves learning,” explained Lung Wen.

For him, “the best learning is one in which one learns to learn more and in a meaningful way”, which also involves the frequent revision of the contents: “if content is not revised, it is very probable that his mind will forget 90% of it in a week.It’s the same as saying that only 10% of content will be memorized in the long run. “

The Telemedicine discipline also develops the Young Doctor program, which works with the idea of ​​metacognition. The program “is a multiprofessional activity, with the purpose of encouraging students in secondary and higher education to carry out cooperative work that promotes health and improves the quality of life of communities in need through sustained action.”

“In a population of humble children, there is not much to do outside the classroom. What do they love? Be useful. They go to the Young Doctor for this. ” As part of metacognition, students can apply in practice the knowledge gained in the classroom, under the guidance of teachers. They can learn and practice on issues important to the communities where they live, such as preserving ecosystems and water sources, and even recycling garbage.

Know the reasons why inserting technology in education is fundamental to enrich teaching in your educational institution.
Whether or not to use new technology in everyday school is no longer the issue. After all, the use of technology is part of the lives of new generations outside the classroom, and therefore technology in education can be considered an important way to increase the dynamism of classes. In this context, the important thing is to know how to integrate the new ways of teaching and learning to plan and the school curriculum.

But to get there, how about knowing some of the benefits that these digital learning tools offer both for your lesson plan and for improving your students’ performance?

Do you know what Education 4.0 is? Download our free eBook to learn more about this concept and see how to prepare your students with the skills demanded by the job market and society in the 21st Century.

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Learn why education and technology should walk together
We selected eight reasons, among benefits, advantages and curiosities about the use of technology in education. Check out!

  1. Improve the quality of education by providing new avenues for teaching and learning as well as new methodologies, training educators and helping them discover innovative strategies for improving the educational process.
  2. To help raise the levels of development of basic education: in 2022, the Index of Basic Education Development (Ideb), offered in Brazilian public schools, reaches the goal proposed by the Ministry of Education (MEC) of 6, 0.
  3. Make classes more attractive and innovative: expanding possibilities for students and teachers and transforming learning, making it more motivating and meaningful.
  4. Contributing to the reduction of disapproval and school dropout: helping students with learning facilities or difficulties through personalized education, and arousing their interest in studies.
  5. Increase integration and dialogue between students and teachers: encouraging self-confidence, affectivity, autonomy and socialization between teachers and students.
  6. Assist in improving student performance by extending the classroom beyond schedule and school environment, and by improving productivity in homework.
  7. Encourage students to learn and teach: by increasing the dialogue with the family at home about the subjects seen in class.
  8. Awaken curiosity and new discoveries: stimulating new experiences through digital culture, building new skills and contributing to the development of children and adolescents.

In order to meet the new demands of the modern world, educators increasingly agree to offer a teaching that goes beyond the traditional curriculum and contemplates technology, either as a didactic resource for the teacher or as a stimulus formula for the student. However, it is always necessary to take into account the essence of the pedagogical objectives, with technological and digital resources being important tools to promote learning.

That is why we have set out some key points to show the importance of technology in education. Check out!

The digital world
We now have numerous digital devices (such as computers and smartphones, to name but the most popular), and the trend is that the presence of these devices will increase in our lives. According to ManpowerGroup, an American HR company, our children are likely to pursue professions that do not yet exist, almost all of them focused on technology.

We can not close our eyes to the near future, in which it is no longer possible to just stay in the Office suite. Having an education based on the use of technology will be the differential for the labor market in the coming years.

Adapting to new demands
In 2016, the number of Brazilian urban schools that had a Wi-Fi network reached 92%, according to the ICT Education 2016 survey carried out by the Center for Studies on Information and Communication Technologies (Cetic).

The number is encouraging, but the survey points out that wireless use is still restricted within schools: 61% of principals said that access is not released to students. This is bad, since it prevents them from exploiting the full potential of technological resources for the benefit of knowledge.

The study also served to assess how teachers see technology in education. The perception of the majority is positive. Check out:

67% came into contact with professionals from other school units;
77% made it easier to communicate with students;
94% said they have access to more qualified and diversified materials.
The world has undergone major changes and, in the current scenario, it is necessary to complement the use of traditional models (chalkboard) and adapt to the new demands. Disseminating the use of technology within the school is fundamental to ensure that the school reflects the current social reality, in addition to providing an interactive environment and closer to the reality of students.

Digital natives
Unlike those born before the advent of the internet and living the transition from the analytical to the digital world, children are now born immersed in the technological world. Better than barring the use or being averse to the application of new methods is to teach students a useful use of available resources.

If you read this text from a cell phone, you know that you have a device with superior processing power that has the man on the moon. But what use are we giving him?

To encourage the conscious use of technology is to make the student more than a simple user or spectator of this resource. It gives him support to go beyond, explore, create and be inventive.

Technology in education: prohibiting or stimulating
It is the school’s fundamental role to prepare the student for the modern world, which, whether it is wanted or not, is dictated by the massive use of technology. Instead of preventing use, we should use the school space to stimulate and educate for the proper use of this resource.

However, we must know that using technology, we are entering the field of knowledge of the student, since many of them have a mastery greater than that of teachers. It is a place where he feels at ease to be inventive and using the usual tools like computers and cell phones for education.

Technology must be present critically at school. Digital resources must be combined with teaching practices and the pedagogical project. In addition, it is essential to educate to discern the right information within a sea of ​​data and understand that the internet goes beyond Google or social networks.

Whether or not to use technology in education is no longer a topic for debate. The new agenda is to know the best way to use this resource and how we will teach our students to the technological language.