Mobile learning in Brazil: Teachers’ engagement in ICTsFernanda Rosa

American UniversityFebruary 18th 2016

Washington, DC

sample

DEPARTMENTSOF EDUCATION

(6 municipals and 6 state departments)

BRAZILIANREGIONS

5FOCUS

GROUPS(Teachers)

12VISITED

SCHOOLS

24INTERVIEWS

(Decision-makers in Federal, State and Municipal levels,

pedagogical coordinators, technology coordinators, companies

and NGOs representatives)

93 11

Fieldwork from June to September, 2014

Elementary School +15,6 millionsMiddle School + 12,7 millionsHigh School + 8,6 millions

Enrollment (Census 2014)

The concept of mobile learning

The promotion of LEARNING at any time or place through using mobile technologies.

To make it possible in the context of formal education, necessitates the combined: availability of infrastructure, digital content, and adequately rained human resource, along with policies that emphasize the guided use of ICTs in schools.

Current ScenarioEmergence Application Integration Transformation

Infrastructure

Digital Content

Human Resources

Teachers’ ICT engagement styles

Trailblaizer

I want to buy that new cell phone that has a projector; have you seen it? I cannot wait!

TrailblaizerMain Features Feelings and Sensations

»» Makes widespread use of technology (personal and professional)

»» Researches tools and new content

»» Looks for ways to make lessons more attractive

»» Aims to reach the expectations from above and builds rapport withstudent through technology

Pride, satisfaction andjoy

TrailblaizerFacing the lack ofinfrastructure

Facing the lack of content

Facing insufficienttraining

Policy Action

Purchases hisor her ownequipment

Searches in differentsources, produces newcontent and guides students to produce also (authoring tools)

Already hasbasic skillsto developcontinuously

Ally and IncreaseCount on themto develop new policies,to test new tools, and to assist peers; provide more advancedtraining and online training

Receptive

It is a lesson that is not productive, soI’d rather[go to the lab]

Receptive

»» Makes widespread use of technology for personal matters and in the planning of lessons

»» Has a focus on fulfillment of the class program (likes checklists)

»» Considers that it is not worth the effort to configure the ICTs

»» Values more the results than the experience itself

Waste of time, low productivity, dispositionconditioned by theenvironment

Main Features Feelings and Sensations

Receptive

May use thelab or the videoroom for aspecific activity

Searches in diferente sources, but only forclasses planning, not for using in-class activities

Already hasthe basic skillsfor continuousdevelopment

To provideconditionsProvide support andprovide trainingfocusing on his or her discipline and onlinetraining

Facing the lack ofinfrastructure

Facing the lack of content

Facing insufficienttraining

Action

Perseverant

I ended uplearning thehard way.

Perseverant

»» Feels fragility and lack of authority for not mastering the technological universe

»» Wants to engage with ICTs

»» Relies on others (including students)

»» Needs support

Lack of knowhow onthe subject, butwillingness to learn anddesire to show his or her ability

Main Features Feelings and Sensations

Perseverant

Adjusts theactivities, andseeks to maintain the use of ICTs to the extent possible

Strives to learnand asks forhelp, even fromstudents

Searches in new sources that he or she is discovering

To provide supportSupport andprovide focusedtrainings toencouragediscoveries andnew uses

Facing the lack ofinfrastructure

Facing the lack of content

Facing insufficienttraining

Action

Aprehensive

Technology comes to stay.It will become a metastasis, a cancer, and we have to know how to use it with balance.

Aprehensive

»» Feels that excess is harmful

»» Is afraid of losing control (over technology and loss of identity as a teacher /person)

»» Restricts the use of technological tools and internet access

»» Fear of losing control, and the focus of his or her core objectives;

»» Preference for traditional lessons

Main Features Feelings and Sensations

Aprehensive

May use thelab or the videoroom for aspecific activity

Has contentsalready selectedand saved

New skills arenot priorities,because he orshe already hasthe skills thatuse

To encourageGive supportand provide trainingsfocused on benefits andclassroom management tools

Facing the lack ofinfrastructure

Facing the lack of content

Facing insufficienttraining

Policy Action

Avoiding

I know I have to do it, but I have no ability to do it.And, even if I did, it would not be the way that [thestudents] would like to receive it.

Avoiding

»» Has no intimacy with the world of technology (neither personal nor professional)

»» Is not disposed to develop intimacy»» Views access into the digital world asan imposition and is thus unwilling

»» Feels he or she has no skills and feelsuncomfortable

»» Insecurity, discomfort from the lack of skills;

»» Does not want to talk about the topic

Main Features Feelings and Sensations

Avoiding

Uses the situationto justify his or herposition

This situation doesnot affect their dayto-day life

Uses the situationto justify his or her position

To initiateSupport and givetrainings focusedon basic skills,readiness andtroubleshootingwith practicalapproaches and inperson

Facing the lack ofinfrastructure

Facing the lack of content

Facing insufficienttraining

Policy Action

M&A Focus

Learning

Appropriation of

technologies

Engagement

Self-perception of lesson

perfornance

Satisfaction with continuing

education

Satisfaction with available digital

resources

Areas to be addressed for monitoring and evaluationplans with a focus on teachers

“In face of something new, do not discard the old just because it is old and do not accept the new

just because it is new. Accept them insofar as they are valid”

(Paulo Freire, Educação e Mudança, 1979)

Meaning Results

Inno

vatio

n =

Never technology itself!

www.aprendizagem-movel.net.brwww.aprendizagem-movel.net.br/English

Thank you!feferosa@gmail.com

You can download the study (Rosa & Azenha, 2015) at: