Educational laptops in public schools: digital literacy and possibilities of transforming pedagogical practices

Authors

  • Carla Beatris Valentini Universidade de Caxias do Sul
  • Cristina Maria Pescador Universidade de Caxias do Sul
  • Eliana Maria do Sacramento Soares Universidade de Caxias do Sul

DOI:

https://doi.org/10.5902/198464445624

Keywords:

Digital literacy, Digital technologies, Learning.

Abstract

The presence of educational laptops in the routine of students and teachers might contribute for the construction of innovative alternatives for the teaching practice. With that in mind, this paper starts with the idea that the insertion of educational laptops in 1:1 model might be a disturbing element, triggering a process of reflection and awareness of the teaching practice on teachers themselves. That could lead to redimensioning the pedagogical practice in a movement towards including the laptop significantly in the school routine. We present a case study from an exploratory perspective about the insertion of laptops in a public school (from elementary to junior high), analyzing the process of digital literacy taking place in that school community. In that sense, digital literacy implies on the interaction in social networks that allow exploration and research, teaching and criticizing in a construction process of learning and knowing mediated by digital technologies. To do so, from the non-linearity that accompanies the communication flows emerging from these technologies, students and teachers are instigated to find new meanings, where reading and writing consist in sharing knowledge and opinions and not only an assignment to hand in.

Author Biographies

Carla Beatris Valentini, Universidade de Caxias do Sul

Pós-Graduação em Educação

Centro de Filosofia e Ciências Humanas

 

Eliana Maria do Sacramento Soares, Universidade de Caxias do Sul

PPGEDU

Centro de Ciencias Exatas e Tecnologia

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Published

2013-02-04

How to Cite

Valentini, C. B., Pescador, C. M., & do Sacramento Soares, E. M. (2013). Educational laptops in public schools: digital literacy and possibilities of transforming pedagogical practices. Education, 38(1), 151–164. https://doi.org/10.5902/198464445624

Issue

educação, v. 38, n. 1, jan./abr. 2013

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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