A evolução da sociedade deu ao telemóvel uma importância que vai para além da comunicação típica entre as pessoas. Como seria de esperar este disseminou-se e também chegou à escola. Daí que se torna imperioso usar este meio de comunicação para fomentar/incrementar novas atividades que sejam motivantes e desafiadoras para os alunos. Este artigo pretende contextualizar e demonstrar com casos práticos como os professores poderão tornar esta ferramenta um excelente recurso pedagógico, ou seja, ?como se pode potencializar o telemóvel no processo de ensino-aprendizagem?. Nesse sentido, será apresentado o conceito e potencial educativo dos códigos QR. Os códigos QR aplicados à educação enquadram-se nos princípios do . A este estão associados 'Este endereço de email está sendo protegido de spambots. Você precisa do JavaScript ativado para vê-lo.'">códigos QR podem promover a qualidade do processo de ensino-aprendizagem, seja democratizando os espaços de aprendizagem, alargando os limites tradicionais da sala de aula ou mesmo promovendo a interação dentro da própria sala de aula. Este estudo visa pois consolidar a pertinência do , nomeadamente com o uso dos códigos QR, para ser usado nas atividades pedagógicas, sendo o professor o seu principal difusor mas sendo os alunos os principais beneficiários desta nova ferramenta pedagógica.

'Este endereço de email está sendo protegido de spambots. Você precisa do JavaScript ativado para vê-lo.'"

Within our IT program, we have been working on constructive ways to teach HCI for the past five years; so, when the mobile revolution caught fire, we already had been working on better ways to incorporate HCI-related learning outcomes in our curricula. In the course of this activity, we have identified leverage points to meaningfully teach the important HCI concepts and skills listed below. These points provide a means for those interested in effective IT administration, accreditation and teaching to manage the increasing importance, complexity, and methodological diffusion of HCI in the mobile environment. This paper compiles and assesses the top seven of these leverage points.

HCI topics required in the curriculum include:

  •   Human Factors

  •   HCI Aspects of Application Domains

  •   Human-Centered Evaluation

  •   Developing Effective Interfaces

  •   Accessibility

  •   Emerging Technologies

  •   Human-Centered Computing

    Categories and Subject Descriptors
    H.1.2 [Information Systems]: User/Machine Systems –
    human factors, human information processing, software psychology. 

http://dl.acm.org/citation.cfm?id=2513460

Over the past ten years mobile phone technology have been adopted and become integrated into the daily lives of the larger South African population especially students at higher educational institutions (HEIs). Given the realities of South Africa, as a developing country where public information access can be unreliable or even non-existing in some areas, mobile phone access has become the preferred communication channel and most students have become mobile-centric. In contrast, the public provision of administrative and academic information by universities is mostly pc-centric. Against the background of the global drive towards equal access to learning opportunities, institutions in developing countries are challenged to provide access through technologies that are accessible, usable, scalable and sustainable. Therefore, there is a need at institutional level to develop strategies for providing mobile cellular technology access to services, content and interaction. Hence, the aim of this paper is to investigate the critical categories and their characteristics for providing content and services for facilitating students' private access and interaction through mobile cellular phone technology at HEIs. Literature analysis was used as the research strategy to propose a conceptual framework for categorising the provision of mobile centric information access and interaction at HEIs. The framework could be a useful tool for informing HEIs' ICT strategy when rolling out mobile phone information access and structuring policies.

 

Ally, M. (2013). Mobile learning: from research to practice to Impact Education
.Learning and Teaching in Higher Education: Gulf Perspectives,10 (2).
Recently there has been considerable interest in the use of mobile technology in education, although the technology is still evolving. The question is why the sudden interest, especially in countries that have large-­‐scale implementations of mobile technology in education. Some countries have undertaken initiatives to implement the use of tablet computers and smart phones so that their citizens can use the technology to learn and to to connect  the world.
In the Gulf region, the United Arab Emirates (UAE) is taking a leading role in implementing the use of high-­‐end tablets for students to learn (Gitsaki et al., 2013; Kamali, 2013).
Leia mais:Mobile learning: from research to practice to Impact Education-AR02

For many educators mobile learning is still something of a novelty. Yet there is a rapidly growing body of evidence, from both research and practice, showing that mobile technologies can be used very effectively as learning and communication tools by a surprisingly broad range of learners in a variety of settings. With its strong emphasis on learning rather than teaching, mobile learning challenges educators to try to understand learners’ needs, circumstances and abilities even better than before. This extends to understanding how learning takes place beyond the classroom, in the course of daily routines, commuting and travel, and in the intersection of education, life, work and leisure. It also extends to understanding learners’ previous experiences with mobile technologies, be it at school, in the home, at work or for entertainment, since those are formative experiences that may shape learners’ expectations of what can be done with a mobile device or what constitutes mobile learning. 

http://oro.open.ac.uk/23773/2/Open_Learning_editorial__Accepted_Manuscript_.pdf

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