Adoção da inovação, letramento digital e docência: o uso de dispositivos e aplicativos móveis no contexto de formação continuada

• Ano de defesa: 2019
• Autor(a) principal: Camila Vilela de Queiroz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Letramento Digital Docente; Adoção da Inovação; Formação de Professores; Linguistica aplicada; Inovações tecnológicas; Aprendizagem Metodologia; Professores Formação; WhatsApp (Recursos eletrônicos); Tecnologia educacional; Letramento digital
• Link de acesso: http://hdl.handle.net/1843/LETR-BALJKT

The insertion of mobile digital devices in our society has changed the way people communicate and interact with one another. Based on the changes in communication and information caused by the development of these devices, scholars in the area began to be interested in the influence of these artifacts on teaching. In this sense, in order to collaborate with studies involving technology and Applied Linguistics, I propose this work, based on discussions on mobile learning, on Rogers' adoption model (2003), and on literacy digital, through, in particular, Diasand Novais (2009). For the accomplishment of this research, I observed a course taught by the project Taba Movel Redigir, aimed at the training of teachers of Portuguese Language. My observation aimed to whether or not digital teacher education supports the adoption of innovation in an online continuing education about the use of mobile devices and applications and, if so, how this process occurs for that, I propose the adaptation of a digital teacher matrix model in smartphones. The analysis of this qualitative-interpretative study will be based on the responses of two semi-structured questionnaires and dialogues in the WhatsApp group, an application used for the continuous training of 38 participants from several Brazilian states. This training took place during 8 weeks in the second half of 2017. From the observation, I noticed that the perception of these teachers regarding the use of the mobile device, or more specifically the smartphone and its applications, especially WhatsApp, is a positive attitude about adopting innovation, but that requires the teacher a positioning before the digital literacy.In this way, using mobile technology as a pedagogical practice is a possibility to link learningto social practice.