mobile learning in brazil: teachers' engagement in icts
TRANSCRIPT
Mobile learning in Brazil: Teachers’ engagement in ICTsFernanda Rosa
American UniversityFebruary 18th 2016
Washington, DC
sample
DEPARTMENTSOF EDUCATION
(6 municipals and 6 state departments)
BRAZILIANREGIONS
5FOCUS
GROUPS(Teachers)
12VISITED
SCHOOLS
24INTERVIEWS
(Decision-makers in Federal, State and Municipal levels,
pedagogical coordinators, technology coordinators, companies
and NGOs representatives)
93 11
Fieldwork from June to September, 2014
Elementary School +15,6 millionsMiddle School + 12,7 millionsHigh School + 8,6 millions
Enrollment (Census 2014)
The concept of mobile learning
The promotion of LEARNING at any time or place through using mobile technologies.
To make it possible in the context of formal education, necessitates the combined: availability of infrastructure, digital content, and adequately rained human resource, along with policies that emphasize the guided use of ICTs in schools.
Current ScenarioEmergence Application Integration Transformation
Infrastructure
Digital Content
Human Resources
Teachers’ ICT engagement styles
Trailblaizer
I want to buy that new cell phone that has a projector; have you seen it? I cannot wait!
TrailblaizerMain Features Feelings and Sensations
»» Makes widespread use of technology (personal and professional)
»» Researches tools and new content
»» Looks for ways to make lessons more attractive
»» Aims to reach the expectations from above and builds rapport withstudent through technology
Pride, satisfaction andjoy
TrailblaizerFacing the lack ofinfrastructure
Facing the lack of content
Facing insufficienttraining
Policy Action
Purchases hisor her ownequipment
Searches in differentsources, produces newcontent and guides students to produce also (authoring tools)
Already hasbasic skillsto developcontinuously
Ally and IncreaseCount on themto develop new policies,to test new tools, and to assist peers; provide more advancedtraining and online training
Receptive
It is a lesson that is not productive, soI’d rather[go to the lab]
Receptive
»» Makes widespread use of technology for personal matters and in the planning of lessons
»» Has a focus on fulfillment of the class program (likes checklists)
»» Considers that it is not worth the effort to configure the ICTs
»» Values more the results than the experience itself
Waste of time, low productivity, dispositionconditioned by theenvironment
Main Features Feelings and Sensations
Receptive
May use thelab or the videoroom for aspecific activity
Searches in diferente sources, but only forclasses planning, not for using in-class activities
Already hasthe basic skillsfor continuousdevelopment
To provideconditionsProvide support andprovide trainingfocusing on his or her discipline and onlinetraining
Facing the lack ofinfrastructure
Facing the lack of content
Facing insufficienttraining
Action
Perseverant
I ended uplearning thehard way.
Perseverant
»» Feels fragility and lack of authority for not mastering the technological universe
»» Wants to engage with ICTs
»» Relies on others (including students)
»» Needs support
Lack of knowhow onthe subject, butwillingness to learn anddesire to show his or her ability
Main Features Feelings and Sensations
Perseverant
Adjusts theactivities, andseeks to maintain the use of ICTs to the extent possible
Strives to learnand asks forhelp, even fromstudents
Searches in new sources that he or she is discovering
To provide supportSupport andprovide focusedtrainings toencouragediscoveries andnew uses
Facing the lack ofinfrastructure
Facing the lack of content
Facing insufficienttraining
Action
Aprehensive
Technology comes to stay.It will become a metastasis, a cancer, and we have to know how to use it with balance.
Aprehensive
»» Feels that excess is harmful
»» Is afraid of losing control (over technology and loss of identity as a teacher /person)
»» Restricts the use of technological tools and internet access
»» Fear of losing control, and the focus of his or her core objectives;
»» Preference for traditional lessons
Main Features Feelings and Sensations
Aprehensive
May use thelab or the videoroom for aspecific activity
Has contentsalready selectedand saved
New skills arenot priorities,because he orshe already hasthe skills thatuse
To encourageGive supportand provide trainingsfocused on benefits andclassroom management tools
Facing the lack ofinfrastructure
Facing the lack of content
Facing insufficienttraining
Policy Action
Avoiding
I know I have to do it, but I have no ability to do it.And, even if I did, it would not be the way that [thestudents] would like to receive it.
Avoiding
»» Has no intimacy with the world of technology (neither personal nor professional)
»» Is not disposed to develop intimacy»» Views access into the digital world asan imposition and is thus unwilling
»» Feels he or she has no skills and feelsuncomfortable
»» Insecurity, discomfort from the lack of skills;
»» Does not want to talk about the topic
Main Features Feelings and Sensations
Avoiding
Uses the situationto justify his or herposition
This situation doesnot affect their dayto-day life
Uses the situationto justify his or her position
To initiateSupport and givetrainings focusedon basic skills,readiness andtroubleshootingwith practicalapproaches and inperson
Facing the lack ofinfrastructure
Facing the lack of content
Facing insufficienttraining
Policy Action
M&A Focus
Learning
Appropriation of
technologies
Engagement
Self-perception of lesson
perfornance
Satisfaction with continuing
education
Satisfaction with available digital
resources
Areas to be addressed for monitoring and evaluationplans with a focus on teachers
“In face of something new, do not discard the old just because it is old and do not accept the new
just because it is new. Accept them insofar as they are valid”
(Paulo Freire, Educação e Mudança, 1979)
Meaning Results
Inno
vatio
n =
Never technology itself!
www.aprendizagem-movel.net.brwww.aprendizagem-movel.net.br/English
Thank [email protected]
You can download the study (Rosa & Azenha, 2015) at: