Literacia digital na prática pedagógica: um estudo das competências digitais e informacionais dos docentes do ICET/UFAM

• Ano de defesa: 2024
• Autor(a) principal: Vieira, Katiane Campos Nogueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; Must University; Mestrado em Tecnologias Emergentes em Educação; Boca Raton/Florida/USA
• Palavras-chave em Português: Literacia digital; Digital literacy; Competência digital; Digital competence; Cultura digital; Digital culture; Cidadania digital; Digital citizenship; CIENCIAS HUMANAS::EDUCACAO; .
• Link de acesso: http://riu.ufam.edu.br/handle/prefix/8102

Digital literacy is essential in a society immersed in digital culture, where technological innovation facilitates communication and reduces effort. According to the UN, digital technologies have the potential to promote equality and inclusion in education. However, both digital exclusion and excessive use of technology can negatively impact this field, making it urgent to reflect on digital literacy. In the study in question, the main objective is to understand how the assumptions of digital literacy are being developed by teachers in the undergraduate programs of the Institute of Science and Technology at the Federal University of Amazonas – (ICET/UFAM) in their educational practices. The study outlines the following specific objectives: to identify the concepts and competences of digital literacy; to illustrate the development of this literacy among teachers; and to present the contributions of related strategies and activities. Finally, it was found that teachers on undergraduate programs are already developing digital literacy; however, there is a need to deepen the assumptions of digital security and privacy, as well as digital fluency and citizenship. The research type includes bibliographic, empirical, and qualitative approaches. The results indicated that the participants are highly specialized in digital literacy and digital literacy due to their high academic qualifications. All participants used digital resources in their educational practices, but they demonstrated basic to intermediate competencies in digital fluency and citizenship, highlighting the need for training in digital security, privacy, and well-being