Tecnologias digitais na educação: a construção de salas virtuais interativas e dialógicas no âmbito do IF Goiano

Abstract

This dissertation's theme is the use of digital technologies in education and the construction of interactive and dialogical virtual rooms within the scope of the Federal Institute of Goiano. The research problem that guided this study was to investigate how existing resource in Moodle can be used in the construction of more interactive and dialogic virtual rooms at IF Goiano. The general objective was to understand the different ways of using Moodle and Information and Communication Technologies (TDICs) resources, such as computers, internet, wi-fi, smartphones, software and social networks, with the purpose of promoting creation of more interactive and dialogical virtual rooms by teachers within the scope of IF Goiano. This general objective resulted in the following specific objectives: a) Verify how TDICs contribute to the configuration of more interactive rooms; b) present Moodle tools and their functionalities applied in a Virtual Learning Environment AVA; c) propose a qualitative improvement in the use of virtual rooms in the AVA with the appropriate use of digital technologies; d) demonstrate the differences between more interactive and dialogic virtual classrooms in the students' learning process. The research adopted a qualitative approach, using bibliographic, documentary and field surveys. The study was limited in time from 2020 to 2023, covering the period of the Covid-19 pandemic and spatially at the Instituto Federal Goiano – Campus Avançado de Hidrolândia-GO, with the participation of teachers as research subjects. Data were collected through statistical reports on the use of Moodle resources and an online questionnaire via Google Forms. Eight participants were selected due to their involvement in implementing digital technologies in their Moodle virtual rooms. In the first phase, the choice of teachers for the questionnaire was based on the criterion of least use of Moodle's interactive resources. In the second stage, the online questionnaire was sent to understand the organization of virtual classrooms and the training of teachers in relation to technologies. After crossing information from the two stages, the research results indicate that teachers highlight the importance of continued training for activities in virtual learning environments, suggesting specific training on the latest technological updates in the AVA. Furthermore, they suggest courses divided into modules to facilitate progressive learning, adapted to your needs and time availability. Furthermore, they suggest courses divided into modules to facilitate progressive learning, adapted to your needs and time availability. The research also demonstrated that teachers consider self-instructional online courses as appropriate modalities to meet their knowledge demands related to AVA.