Navegando por Assunto "Aplicativo educacional"

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Acesso aberto (Open Access)
Aplicativo Point Docente: suporte educacional aos docentes que atuam com estudantes surdos no ensino superior
(Universidade Federal do Pará, 2022-06-15) MORAES, Alcione Batista da Silva; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
The research aimed to develop an educational application, with basic themes, based on the contribution of teachers' experiential knowledge in the education of the deaf in higher education. The product is an educational application called Point Docente and can support the self-training of teachers who have no experience with this public. The theory is based on the contributions of experiential knowledge (TARDIF, 2000; PIMENTA; GHEDIN, 2006; PERRENOUD, 2000) and education for the deaf (LACERDA; SANTOS, 2013; PERLIN, 2006). The study was carried out through applied research. The technique used was an interview with a semi-structured script, aimed at teachers with more than three years of experience who teach Libras in Higher Education, who are involved with the deaf culture. In addition, testing and validation questionnaires were applied to professors with experience in Higher Education, with or without involvement in the education of the deaf and professionals with training in the field of computer science. For the creation path, the Design Thinking (DT) approach was used with stages of empathy/definition/ideation/prototyping/testing and validation. The prototyping platform used was the Application Factory. Testing the prototype pointed out necessary adjustments regarding the organization of the contents of the material suggestions menu. The validation demonstrated that the application has an excellent average and that it can be recommended to support the work of other professionals. Finally, the Point Docente Application can be considered an informative and supportive tool for teachers who have little or no experience with deaf students, thus strengthening their educational practices and teaching with a more inclusive perspective.
Acesso aberto (Open Access)
App Nortear: protótipo de aplicativo educacional como apoio ao docente que atua com discente com Transtorno do Espectro do Autismo no Ensino Superior
(Universidade Federal do Pará, 2024-02-15) FERREIRA, Juliene de Sousa; COUTO, Danielle Costa Carrara; http://lattes.cnpq.br/4583227212550116; https://orcid.org/0000-0003-3810-1686; SEIXAS, Netília Silva dos Anjos; http://lattes.cnpq.br/2301685130625189
The right to academic inclusion of Autism Spectrum Disorder (ASD) students is provided in Brazilian state policies and legislation. Its implementation, and the increase of students with ASD enrolled in Higher Education, as a result, the educational scenario has changed. This student faces several adaptation obstacles due to their specific needs and teachers have difficulties in dealing with these students in the classroom. In these terms, the objective of this research was to develop an educational mobile application prototype (app) to support teaching practices in the classroom with students with ASD in Higher Education. This is an applied research, field survey, quantitative and qualitative, using semi-structured interviews, with teachers who have already had experience with students with ASD in Higher Education and an online questionnaire with the multidisciplinary team of the Accessibility and Inclusion Centers (NAI ) from UFRA and UFPA. Among the central authors of this research are: Tardif (2014), who understands that knowledge is acquired from personal experiences; Pimenta, Anastasiou and Cavallet (2003), who study teaching in Higher Education presupposing reflection and evaluation of practices; Kenski (2012) and Moran (2015), who argue that education can be mediated by technology and Pressman (2016) who states that an app provides support to users in solving problems. The study was also supported by official documents and legislation regarding ASD. To develop the app prototype, we used the evolutionary process model with prototyping as a methodological reference with the main steps: gathering requirements; agile planning; project modeling; prototype development; validation from eight specialist judges in Special Education and feedback on functions. The application named APP NORTEAR was developed using the Figma, Kodular platforms version: 1.5B.3 - Fenix, Canva, Draw.io and Trello. A high-fidelity prototype was developed, with the following contents: Understanding ASD, suggestions for pedagogical practices, relevant guidelines and Accessibility and Inclusion Centers. Based on the evaluations of the expert judges, it was possible to validate the content, functionality and usability of the app. In the judges' assessment, important suggestions were made and will allow the development of new versions. The evaluation results allow us to affirm that the developed application prototype has the potential to support the practice of teachers without training in academic inclusion to work with students with ASD.
Acesso aberto (Open Access)
GUIA ORIENTADOR SOMIA21: proposta didática para atividade curricular Educação Especial/Inclusiva, de criação de app inclusivo e potencializador da Tríade Funcional da Aprendizagem ao público Síndrome de Down
(Universidade Federal do Pará, 2022-07-28) ANDRADE, Thálita Montenegro de; GONÇALVES, Arlete Marinho; http://lattes.cnpq.br/7435727268429237; https://orcid.org/0000-0001-8194-3622
Systematic education is an exchange and therefore needs both the teacher and the student. Invest in the preparation of teacher training, and should therefore be aimed at serving a heterogeneous classroom, especially the Pedagogue who will work with the Special Education modality. Among the types of students with disabilities, the target audience of Special Education, Down Syndrome, which is part of the Intellectual Disability group, caught our attention because it is little discussed, and requires specific skills from the teacher for actions aimed at to the school inclusion of this public, for this didactic actions carried out by teachers of initial training courses can be important to have differentiated future teachers. The study/product aims to produce a digital guide as a didactic proposal for a Special/Inclusive Education curricular activity, to create an inclusive app that enhances the Functional Triad of Learning for the Down Syndrome public. The product is a digital guide called Guidance guide Somia21: What do you need to know to develop an application that enhances the Learning Functional Triad of students with Down Syndrome?. The product brings concepts about Down Syndrome, barriers faced by this audience, concepts about the Functional Triad of Learning, tips for the development of inclusive applications and avatars, in addition to presenting an example of an application (by-product) and a identification of the Learning Functional Triad that can be used in situations of use of a thematic educational game using an app with students with Down Syndrome. The theory was based on the debate on the Functional Triad of Learning (FONSECA, 2014; MAIA, 2011) and the use of inclusive digital technologies (SALTON; AGNOL; TURCATTI, 2017; CNE/CEB, 2009) for the Down Syndrome (DSM) public -5, 2014). As a way of achieving the objectives, the methodology chosen was qualitative and applied research. The semi-structured questionnaire and systematic and unsystematic observation were used as a technique and the form in Google Forms, the registration form and application, evaluation and validation notes of the Guide were used as instruments. The subjects of the research were students with Down Syndrome in the 6th year of Elementary School and teachers of the curricular activity Special/Inclusive Education of Higher Education. The results show that participants with Down Syndrome were able to enhance the Functional Triad of Learning from the educational game in app format and the teachers of the Special/Inclusive Education curricular activity considered the Guide a great tool that serves teachers and future teachers to learn to develop an inclusive app with potential for the Functional Triad of Learning for the Down Syndrome public. It is concluded that the digital guide proved to be relevant for use by teachers in the classroom, thus enhancing the initial training of undergraduate students, in particular, of Pedagogy in inclusive practice.