Pedagogical Resilience, from Class to Digital Room
a Comparative Study of Technology Adoption in Brazilian Higher Education Before and During the PandemicDe Sidney Pereira Da Silva
Duração4h 44m
Sobre este audiolivro
With the rise of digital technology, educators must adapt quickly, especially in higher education. "Pedagogical Resilience, from Class to Digital Room" examines how Brazilian educators addressed technology adoption during the pandemic. It sheds light on their experiences, challenges, and innovative strategies for integrating technology into higher education during COVID-19.
The book provides insights into local and international educational landscapes by placing Brazil in the global discussion. The research reveals how educators' preferences, subject matter, and institutional policies influence technology adoption. These aspects help us understand how pedagogy and technology intersect in different contexts and open for discussion about how decision-makers may impact students' development.
This research also led to the development of the "Inverted Mirror" instrument. This tool helps visualize comparisons and uncover hidden aspects in qualitative and comparative studies. Initiated at Stockholm University as part of a master's degree in International and Comparative Education, the research received support from professors who confirmed the instrument's relevance. A dedicated section in the book explains the "Inverted Mirror" instrument's functionalities and components.
This book invites readers to learn from Brazilian educators' experiences and explore how technology is changing teaching methods.
Detalhes do audiolivro
GêneroEducation and Learning
Duração4 h 44 min
Narrado porOuça com mais de 1.000 vozes
FormatoeBook com áudio
Data de publicação27 de jun. de 2024
IdiomaInglês
Sumário
1I. ACKNOWLEDGEMENTS
2II. FOREWORD
3III. PREFACE
4IV. LIST OF ABBREVIATIONS
5V. LIST OF FIGURES
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6VI. LIST OF TABLES
7PART ONE
8A STEP BEFORE THE CREATION
9THE RISE OF AN IDEA AND THE STIMULUS OF IMAGINATION
10CREATING THE INVERTED MIRROR INSTRUMENT
11THE COMPONENTS OF THE ‘INVERTED MIRROR’ INSTRUMENT
12PART TWO: OVERVIEW
13OVERVIEW
14I. INTRODUCTION
15AIMS, OBJECTIVES AND RESEARCH QUESTIONS
16RELEVANCE OF STUDY
17LIMITATIONS OF THE STUDY
18II. KEY CONCEPTS AND BACKGROUND
19TECHNOLOGICAL RESOURCES
20INFORMATION AND COMMUNICATIONS TECHNOLOGY AND TECHNOLOGY ENHANCED LEARNING
21THE LEARNING FORMS: DISTANCE, BLENDED AND HYBRID LEARNING
22THE BRAZILIAN CONTEXT
23III. PREVIOUS RESEARCH
24LITERATURE REVIEW IN NUMBERS
25COMMON ASPECTS HIGHLIGHTED BY PREVIOUS STUDIES
26MYTHS ABOUT THE PEDAGOGICAL USE OF TECHNOLOGY IN EDUCATION
27PEDAGOGY AND THE ROLE OF THE TEACHER
28IV. METHODOLOGY
29ONTOLOGICAL AND EPISTEMOLOGICAL ASSUMPTIONS
30RESEARCH DESIGN AND RESEARCH STRATEGY
31SAMPLING
32THE INSTRUMENT
33DATA COLLECTION
34DATA ANALYSIS
35QUALITY CRITERIA
36ETHICAL CONSIDERATIONS
37MIXED METHODS INTEGRATION
38INVERTED MIRROR INSTRUMENT
39V. RESULTS AND DISCUSSION
40PARTICIPANTS’ PROFILES
41COMPARING BEFORE AND DURING THE PANDEMIC
42TECHNOLOGICAL RESOURCES INTEGRATION
43PROFESSIONAL DEVELOPMENT AND SUPPORT PROVIDED BY THE INSTITUTIONS
44TEACHERS’ PERCEPTIONS ENGAGEMENT ABOUT STUDENTS’ ENGAGEMENT
45WORKFLOW AND ORGANIZATION
46CHALLENGES, POSITIVE AND NEGATIVE IMPACT
47VI. CONCLUSION: CONNECTING THE RESULTS AND RESEARCH QUESTION
48VII. FUTURE RESEARCH
49PART THREE
50INTERVIEW GUIDE
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