O USO DE TECNOLOGIAS DIGITAIS (TIC’S) NO ENSINO E APRENDIZAGEM DE INSTITUIÇÕES DE ENSINO SUPERIOR EM PAÍSES DA AMÉRICA LATINA: DESAFIOS E BENEFÍCIOS PARA O SÉCULO XXI

Autores

  • Vinicius da Silva Freitas Universidade Estácio de Sá
  • Itamar Teodoro de Faria Universidad Tecnológica Intercontinental
  • Dayanna Roberta Costa da Rocha Universidade do Estado do Pará
  • Lívia Barbosa Pacheco Souza Universidade Federal da Bahia
  • Nara Núbia de Sousa Truppel Universidad Americana del Paraguay
  • Juliana Carrijo Naves Fernandes Pontifícia Universidade Católica de Goiás
  • Mariana Dias Gois Instituto Federal Minas Gerais
  • Adelcio Machado dos Santos Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.25110/educere.v23i4.2023-002

Palavras-chave:

Tecnologias Digitais, Instituições de Ensino Superior, Ensino e Aprendizagem

Resumo

O objetivo desta pesquisa consiste em analisar o impacto e as implicações das tecnologias digitais (TICs) nos processos de ensino e aprendizagem em instituições de ensino superior na América Latina. Busca-se destacar os desafios enfrentados em sua implementação e as maneiras pelas quais essas tecnologias podem aprimorar a prática pedagógica cotidiana. Esta investigação se baseia em uma revisão bibliográfica, fundamentada em uma coleta qualitativa de dados. A questão norteadora da pesquisa aborda os benefícios e desafios da utilização das TICs no ensino e aprendizagem em instituições de ensino superior situadas em países em desenvolvimento. Os resultados revelam que a carência de infraestrutura em muitas instituições ainda é um problema latente. Apesar dos avanços observados no acesso à internet, na adoção de plataformas digitais e no aprimoramento da capacitação docente, esses aspectos são considerados desafios preeminentes no contexto do processo de ensino-aprendizagem mediado por tecnologia. A pesquisa conclui que as TICs, componentes inegáveis e essenciais da educação e aprendizagem contemporâneas, têm sido empregadas para impulsionar os processos educacionais nas instituições de ensino superior. Elas contribuem para superar as barreiras e deficiências ainda não abordadas de forma completa pelas políticas educacionais nos países da região.

Referências

AGUILERA-HERMIDA AP et al. Comparison of students use and acceptance of emergency online learning due to Covid-19 in the USA, Mexico, Peru, and Turkey. Ed-ucation and Information Technologies, 2021, 1–23.

BAO, W. COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 2020, 113–115.

BARTON EA, DEXTER S. Sources of teachers’ self-efcacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development, 68, 2020, 89–108.

BEZANILLA MJ et al. A model for the evaluation of competence-based learning im-plementation in higher education institutions: Criteria and indicators. Tuning Journal for Higher Education, 6(2), 2019, 127–174.

BONINGER F. et al. Personalized Learning and the Digital Privatization of Curriculum and Teaching. 2019. Retrieved from: https://nepc.colorado.edu/publication/personalized-learning

CUBAN L. School reform and classroom practice: hybrid teaching: classroom di-lemmas. national education policy center. 2021. Retrieved from: https://nepc.colorado.edu/blog/hybrid-teaching. Acesso em Julho de 2023

CUBAN L. School reform and classroom practice: whatever happened to authentic assessment? National Education Policy Center. 2020. Retrieved from: https://nepc.colorado.edu/blog/authenticassessment. Acesso em Agosto de 2023

DE SOUZA RODRIGUES MA, et al. An exploration of eLearning adoption in the educational ecosystem. Education and Information Technologies, 26(1), 2020, 585–615.

ESTEVÃO, C. A. V.; Globalização, Metáforas Organizacionais e Mudanças Educa-cionais: Dilemas e Desafios. 1 ed. Cadernos do CRIAP 32: ASA 2002.

FREDRICKSON S, et al. Availability and use of digital technologies in p-12 Class-rooms of selected countries. Issues and Trends in Educational Technology, 2(1), 2014, 1–14.

GARCEZ A, et al. Digital transformation shaping structural pillars for academic entrepreneurship: A framework proposal and research agenda. Education and Infor-mation Technologies, 2021, 1–24.

HARUNA, H et al. An iterative process for developing digital gamifed sexual health education for adolescent students in low-tech settings. Information and Learning Sci-ence, 120(11–12), 2019, 723–74.

HENDERSON M, et al. What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 2017, 1567– 1579.

JUAN J, et al. Teachers’ opinion survey on the use of ICT tools to support attendance-based teaching. Computers & Education, 56(3), 2011, 911–915.

KLEIN C, et al. Learning analytics tools in higher education: Adoption at the intersec-tion of institutional commitment and individual action. Review of Higher Education, 42(2), 2019, 565–593.

KUMMITHA RKR. Smart technologies for fghting pandemics: The techno- and hu-man- driven approaches in controlling the virus transmission. In Government Infor-mation Quarterly, 2020, 101481. Elsevie

LAUFER M, et al. Digital higher education: A divider or bridge builder? Leadership perspectives on edtech in a COVID-19 reality. International Journal of Educational Technology in Higher Education, 18(1), 2021, 1–17.

LIN YJ; WANG H. Using virtual reality to facilitate learners creative self-efficacy and intrinsic motivation in an EFL classroom. Education and Information Technologies, 26, 2021, 4487–4505.

LOPEZ M, et al. Virtual reality vs traditional education: Is there any advantage in hu-man neuroanatomy teaching? Computers and Electrical Engineering, 93(7), 2021, 107282.

MARTENS M et al. Being on the wrong side of the digital divide: Seeking technologi-cal interventions for education in Northeast Nigeria. Journal of Information Manage-ment, 72(6), 2020, 963–978.

MOLNAR A, BONINGER F. The commercial transformation of America’s schools. 2020. Retrieved from:https://kappanonline.org/commercial-transformation-americas-schools-molnar-boninger/. Acesso em Agosto de 2023

NDUKWE IG; DANIEL BK. Teaching analytics, value and tools for teacher data liter-acy: A systematic and tripartite approach. International Journal of Educational Tech-nology in Higher Education, 2020, 17(1), 22.

OECD. A survey of Latin American universities and expert insights on e-learning in higher education, 2015. Retrieved from: https://doi.org/10.1787/9789264209992-6-en Acesso em Agosto de 2023

OECD. Adult education level (Indicator). In Organisation for Economic Co-operation and Development Education: database. 2020a. Retrieved from: https://doi.org/10.1787/36bce3fe-en. Acesso em Agosto de 2023

OKOYE K, et al. Technology-mediated teaching and learning process: A conceptual study of Educators’ response amidst the Covid-19 pandemic. Education and Infor-mation Technologies, 26(6), 2021, 7225–7257.

PAN TM, FAN, KC. A sustainable approach: Increasing students’ information-technology competences and job-seeking capabilities through course redesign using FIT framework and active learning pedagogy. Sustainability, 12(10), 2020, 4094.

REIMERS F, et al. Supporting the continuation of teaching and learning during the COVID-19 Pandemic. Annotated Resources for Online Learning © OECD 2020. Re-trieved from: https://www.oecd.org/education/Supporting-the-continuation-of-teachingand-learning-during-the-COVID-19-pandemic.pdf. Acesso em Agosto de 2023

REISBERG L. Is Innovation Possible in Latin America? The world view. INSIDE Higher ED. 2019. Retrieved from: https://www.insidehighered.com/blogs/world-view/innovation-possible-latin-america. Acesso em Agosto de 2023

ROGERS FH, SHWETLENA S. The COVID-19 Pandemic: Shocks to Education and Policy Responses. 2020. Retrieved from: http://documents1.worldbank.org/curated/en/365801588601466966/ pdf/The-COVID-19-Pandemic-Shocks-to-Education-and-Policy-Responses.pdf. Acesso em Agosto de 2023

SÁNCHEZ-CRUZ E et al. The impact of COVID-19 on education provision to indige-nous people in Mexico. Revista de Administração Pública, 55(1), 2021, 151–164.

SHAMBOUR M, ABU-HASHEM, M. Analysing lecturers’ perceptions on tradi-tional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic. Education and Information Technologies, 27, 2022, 3225–3245.

SEN A, LEONG, CKC. Technology-Enhanced Learning. Encyclopedia of Education and Information Technologies, 2020, 1–8.

SEYFRIED M, REITH F. Mixed methods for research into higher education: Solv-ing the problem of institutionalized introspection? Theory and Method in Higher Ed-ucation Research, 5, 2019, 111–127

TSEGAY SM. ICT for post-2015 education: An analysis of access and inclusion in sub-Saharan Africa. International Journal of Research Studies in Educational Technol-ogy, 5(2), 2016, 1–14.

UNESCO. Global citizenship education: preparing learners for the challenges of the 21st century. UNESCO Digital Library. 2014. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf000 0227729. Acesso em Agosto de 2023

UNESCO. National learning platforms and tools. 2021b. Retrieved from: https://en.unesco.org/covid 19/educationresponse/nationalresponses. Acesso em Agosto de 2023

UNESCO. Global Education Coalition. Retrieved from: https://en.unesco.org/covid19/educa tionresponse/globalcoalition, 2021a. Acesso em Agosto de 2023

UNESCO. UNESCO Strategy on Technological Innovation in Education (2022–2025) - UNESCO Digital Library. 2021c. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000378847. Acesso em Agosto de 2023

URBANCIKOVA N et al. Socio-Economic and Regional Factors of Digital Literacy Related to Prosperity. Quality Innovation Prosperity, 21(2), 2017, 124–141.

Downloads

Publicado

27-10-2023

Como Citar

FREITAS, Vinicius da Silva; DE FARIA, Itamar Teodoro; DA ROCHA, Dayanna Roberta Costa; SOUZA, Lívia Barbosa Pacheco; TRUPPEL, Nara Núbia de Sousa; FERNANDES, Juliana Carrijo Naves; GOIS, Mariana Dias; DOS SANTOS, Adelcio Machado. O USO DE TECNOLOGIAS DIGITAIS (TIC’S) NO ENSINO E APRENDIZAGEM DE INSTITUIÇÕES DE ENSINO SUPERIOR EM PAÍSES DA AMÉRICA LATINA: DESAFIOS E BENEFÍCIOS PARA O SÉCULO XXI. EDUCERE - Revista da Educação da UNIPAR, [S. l.], v. 23, n. 4, p. 1568–1584, 2023. DOI: 10.25110/educere.v23i4.2023-002. Disponível em: https://revistas.unipar.br/index.php/educere/article/view/10597. Acesso em: 11 out. 2024.

Edição

Seção

Artigos