Educational technologies have invaded schools, assaulted the reality of classrooms, and thus require us to analyze, understand, interpret, apply and reflect on their present and future use in education. For the experts, it is necessary to start the conversation with clarity about the very definition of Educational Technology, and even the order of words in this expression as to what are priorities, prerogatives and greater demands to be met. For example, there are people who think of educational technology as being a specific area of ​​educational work where the focus is on the study or examination of tools with objectives related to practical and ethical application aimed at improving students ‘and agents’ learning and performance (notably teachers and managers) through the development, creation and organization of processes, methodologies and technological resources.

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The statement proceeds, but it is incomplete. There really needs to be an understanding of the tools through studies and practical actions through which educators can understand the tools and methodologies of educational technology. In this sense, there are urgent changes in the curricula of teacher training in universities, which do not yet adequately contemplate these knowledge in construction. The ethical aspect highlighted is relevant and also makes a lot of sense given that the choices made must necessarily meet the demands of schools, the teaching and learning process, school management and, on the other hand, there are the interests of companies and startups that create such resources without real insertion in the educational world for the purpose of selling them in the market. Schools, schools and managers, supported by their teachers, need to separate the wheat from the chaff, that is, to knowingly choose what is really needed for their chores and educational projects. Because of this, the choices must be lawful, ethical and, accordingly, must also be present in the application and use of educational technology resources. As for the development, creation and organization of processes, methodologies and technological resources, as mentioned, the actions are conducted by various professionals, from different backgrounds, this is a wealth, diversity contributes to building valuable resources, however, as are it is necessary that more educators participate effectively in these developments, bringing their specific knowledge about the educational reality and helping in the proposition of new teaching methodologies associated with the use of educational technologies. However, I emphasize that the statement is incomplete because the technologies are means and not ends, they are resources, tools, powerful instruments that take place in classrooms and in all human activities and should not be considered, however, as an arsenal that is established to the detriment of what existed before. It is necessary to merge, accommodate, relate, learn, incorporate and grow with technologies and other means and processes of teaching and learning.

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Schools and educational networks seek technological differentials to highlight their work relative to local or regional market competitors. That, too, is something that is happening and, on account of that, deserves attention. How to meet this demand by keeping yourself updated and prepared to select the best technology solutions for your school or network?

There is a constant search for new solutions on the part of educational networks and schools around the world, aiming at products and services in relation to which partnerships can be realized. To do so, it is necessary to follow up with experts, who are part of these institutions or who provide consulting services, participate in fairs, seminars and lectures, going to companies and startups, talking with experts from universities, to understand and follow trends from the market. Currently there are important market gaps, especially in relation to Infant and Primary Education I, but the prospection of new quality technologies applicable to these segments must be maintained, in order to perceive what is new in the global market and not only local, regional or Brazilian. Today, as for feedback, the built or contracted tools are designed to provide data reading mechanisms that allow managers and teachers to organize information collected in reports and provide it to partner schools. The data are also offered to parents or guardians of students and also to the students themselves, so that, with them, measures of orientation or reorientation of studies help them to improve their performance, to have better behavior, to study with more focus …

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Even with all these advances, there are still pockets of resistance to the use of technologies in schools. Among the vectors that somehow still hamper the insertion of such resources in schools, the main emphasis is often given to teachers. There is, of course, an evolution of the teachers’ response to the use of technologies in their classes, but the problem still persists, especially among professionals who work in High School, considering that they prefer to maintain practices and actions related to the processes used regularly by them within another context, culture and even target audience. One can not analyze these actions of teachers as resistance, however, as difficulties and problems in this transition. We are in the midst of a change of culture, which requires not only adaptation, but study and practice, new theories, errors throughout the process, successes and little everyday victories. Most importantly, in addition to providing good quality infrastructure, effective programs and applications for use in the classroom, the school has clear projects in the area, specified in its principles and in the PPP (Political-Pedagogical Project). training for teachers. Offering face-to-face training and also through AVAs (Virtual Learning Environments), with courses in EAD and access to different materials can be a good way to effect significant changes in the behavior and culture of teachers, especially those who are digital migrants, that is, they have been working professionally since before the emergence of all these resources and the internet.

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And what awaits us in terms of Educational Technology for the near future? This question is at the head of educators, responsible for public policies in the field, scholars, researchers and the whole society, interested in verifying the advances and future paths of education in Brazil and in the World. In technical terms, specifically, what we will attend both in education and other sectors of human life is the advent of resources in which Artificial Intelligence is aggregated, this in thinking of the innovations that must be present in the daily life in the coming years. 5 to 10 years. The use of augmented reality, fab labs, makers, programming, holography, and the progressive substitution of features like conventional slates or paper books by projectors or digitized material enriched with many resources, animations and connections is something more immediate and immediate. Education tends to make an increasing reading of student data, to personalize the experiences with digital resources as much as possible, and to incorporate the gamified structures into their daily lives in the next 2 or 3 years.

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I think the biggest challenge is to implement public policies that contemplate an education connected not only by providing equipment, programs, applications and isolated actions, but with full training for managers and teachers to understand the tools, learn to work with the methodologies active and apply these new knowledge in their schools and classrooms. Faculties of education need to update their curricula and promote formations that allow future educators to know and apply technologies and also to opt for new professional possibilities in the area of ​​education, for example, to act as educator specialized in reading data obtained by Big Date of education, of the networks and schools in which it is active or even as educator with training in educational technology to manage the processes of the area in institutions of basic education or superior.

Technological resources are changeable and it is the subject who decides what to do with these resources. New technology is not an isolated factor. It is present in the transformations of life, in the socio-political and cultural milieu, in the labor market, in relationships, in ideals, hopes and dreams. It is up to the educator to make coherent choices regarding the appropriate place and method of applying technology. These choices are fundamental so that society can gradually gain mastery of the tools offered by computer science, having the ethical and social sensitivity that our educational institutions form the majority of the “future citizens” of this country.

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The technologies are here in the present time, and they do not go away. Our task as educators is to ensure that when they enter the classroom, they are there for political, economic, and educationally judicious reasons. We must be aware that the future that technology promises for our students is real, not fictional.

Reflection is needed. Increasingly, there is a need to promote a broader discussion; accelerated training of specialists; a greater knowledge about this reality of the computer that is there and certainly has come to stay; a delimitation of positive and negative effects of the use of this resource in school through studies and research.

There are many emerging paradigms to be overcome in the computerization process of the school. The subject is understood as a function of his constant process of construction, transforming himself from his actions on the world, and exchanging with the environment, through interactive processes, where subject and object are living, active and open organisms. The being that is constructed from the relations with the physical and social world gives the socio-cultural dimension. As he constructs the consciousness of the close communion of man with the technological totality, understanding himself as an integral part of the universe, the subject projects himself as transcendent and co-responsible for the construction of future reality.

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It is up to the teacher to assume the role of protagonist of his own formation facing new challenges, seeking to reflect on his own practice to overcome obstacles and improve the teaching – learning process.

The theme of this year’s National Examination of Secondary Education (Enem) – Manipulation of user behavior by data control on the Internet – was not new for students of the Raymundo Sá State School in Autazes, Amazonas.

In the week before the test, they had a lesson on the power of the internet. The teacher who taught the class was not in the room with the students, but more than 100 km away, in Manaus.

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The theme of this year’s National Examination of Secondary Education (Enem) – Manipulation of user behavior by data control on the Internet – was not new for students of the Raymundo Sá State School in Autazes, Amazonas.

In the week before the test, they had a lesson on the power of the internet. The teacher who taught the class was not in the room with the students, but more than 100 km away, in Manaus.

The Technology class was broadcast by the National Center for Educational Media (CNME) presented today (13) by the federal government.

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“The Enem was tiring but we knew the contents,” said Karine Meireles, a 17-year-old high school student. She participates in the two classes that are offered at the school by CNME – Tecnologia e Mundo do Trabalho.

“I feel more willing to leave the room to come here because here we interact more. In the living room, it’s just study and notebook, you can not talk. It’s different here, we talk and exchange ideas about what’s being taught, “he said.

The CNME was created by the Ministry of Education (MEC) to assist in the implementation of the new high school, law passed in 2017.

Under the new law, students will undergo a common formation throughout the country, defined by the so-called National Curricular Common Base and by specific training, which may be in languages, mathematics, natural sciences, humanities or technical education.

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Offering the diversified part of the curriculum is a problem, especially for small municipalities that sometimes have only one school. The CNME arises, with the use of technology, to complement teaching.

The project takes TV, cameras, microphones and other equipment needed for interactivity to high schools. Classes are broadcast live from Manaus.

In the classrooms, they are accompanied by teachers, who also help in the learning of the students in person.

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Still in the pilot phase, classes have been transmitted since August to 150 schools in 17 states and the Federal District, which have joined the program.

At Raymundo Sá School, the broadcasting room at the school is different. Students do not sit in queued portfolios, but are divided into four round tables.

Students attend the 1st to 3rd year of high school, who learn together. The television, equipped with camera and microphone, occupies a prominent position.

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Before starting the class, the teacher Lourdes Cunha defines the students who will be responsible for a summary of the class, those who will make an evaluation at the end of how the class was, who will be responsible for the tasks requested and those responsible for socialization – initial moment of relaxation, transmitted to all participating schools.

The school is known for its outstanding interactivity. Classes take place simultaneously in 150 schools and the platform allows students to communicate.

“No one interacted and we started communicating with other students. We created a meme and showed it on the camera, so the other schools broke loose and also created memes, “says Nyeslly Nascimento, 17, of the 3rd year.

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The first question asked in the class accompanied by Agência Brasil was: “To think sustainability, do we need to use statistics? Explain. “

The students had a few minutes to discuss in a group and write a response. The school was chosen to give the answer. The one who took the microphone was Maria Luiza Gomes, 17, a student of the 2nd year.

With class, she lost her shyness. “Before this course I practically had no friendship, I did not talk to anyone here and look that we study in the same school. With the course, we talk more, communicate, “he said.

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From the lessons she had, Maria Luiza highlighted that of sustainable houses, in which they had to design a house that minimally damaged the environment, with cards and other materials, and the virtual coin lesson: “It was news to us to think that there in the front we will no longer have to use money, “said the student.

“We always try to bring innovative, contemporary themes,” said Professor of Labor World, Edivânia Barros. Before arriving in Manaus to be part of the team of 15 teachers responsible for the lessons transmitted, she taught in Salvador, Bahia.

All teachers are from state education networks and therefore have classroom experience in high school. Edivânia said that they receive training to teach with the aid of technology, which was news to her.

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National Experience
The CNME is inspired by the Media Education Center of Amazonas, created in 2007 to serve indigenous and riverside communities isolated in the state.

The Amazonas Center received national and international awards. Making the national experience an old wish of Education Minister Rossieli Soares, who was once Secretary of Education for the Amazon.

The intention, he said, is to offer an additional possibility for schools. They and the networks have the autonomy to decide how the classes will integrate the curriculum, and can be offered, for example, in contraturno at the opposite time to the regular classes.

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The courses offered initially were demanded by the state secretariats of Education: World of Work and Technology.

The Minister of Education said that it is not a distance learning, in which students choose the time they will study and do it alone, but of a technology-based presential teaching.

“I think it’s a good opportunity to move on to the new high school. They have counties that only have one school. The Media Center can be a good opportunity, a necessary discussion for Brazil. It is technology suitable for teaching in school. It is different from simply playing technology inside the school. With technology alone, student outcomes fall, “the minister said.

Classes can be accessed by application and are also available on the MEC Platform of Digital Educational Resources.

Continuity of the project
The CNME is a project of the MEC and the National Council of Secretaries of Education (Consed), with implementation supported by the TV School and the Roberto Marinho Foundation.

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The minister hopes that, even with the change of government, the National Center will be maintained. “The new government has already signaled that it wants to use technologies. Let’s introduce the project. The outlook is gigantic. We can talk about teacher training, teacher debate with this tool, “he said.

The Minister of Education added: “When you know the experiences in schools and the functionality [of the tool], we do not encounter resistance. Resistance would have if people understood that we were going to replace teachers. This is not the intention of the project. On the contrary, we do not intend to do this and we will not. We have to have clarity which is the sum of one more tool “.

In all, according to the director of Support for Basic Education Networks, MEC, Renilda Peres de Lima, who is responsible for the project, should be used this year, R $ 35 million. According to her, enough resources to start classes next year.

By 2019, another R $ 40 million is foreseen in the project of the Annual Budget Law, under discussion in the National Congress.

The intention is that the project can be expanded to 350 more schools that will be chosen later this year. Negotiations with states are also under way and the entities themselves may follow the center’s model. With this, the expectation of reach in 2019 goes up to a thousand schools.

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Regulation
The new high school was sanctioned last year. Law 13.415 / 2017 allows for classes to be delivered at a distance or mediated by technology to meet the high school curriculum requirements.
The new high school guidelines, approved last week by the National Education Council (CNE), allow up to 20% in regular education and up to 30% in high school at night to be taught at a distance.

By the new rules, distance classes should preferably be given in the specific training, but may also be applied in the common part. Appropriate technological and pedagogical support is, however, required. Students must necessarily follow and coordinate with a teacher of the school unit where they are enrolled.

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In basic education, by the law of guidelines and bases of national education, distance education can be used only as a complement to learning or in emergency situations to students who, due to health reasons, are prevented from attending face-to-face teaching; outside; live in places that do not have a regular network of attendance at school; be compulsorily transferred to regions of difficult access, including missions located in border regions; and are deprived of their liberty.