Este episódio aborda alguns dos principais mitos sobre o uso de tecnologias no ensino, na formação e na aprendizagem. O desenvolvimento tecnológico trouxe consigo um conjunto de ideias e convicções, não comprovadas, que se têm proliferado na esfera pública, nos média e no discurso de diversos intervenientes educativos. Os mitos são vários. Neste episódio, são apresentados cinco desses mitos sobre o uso de tecnologias na educação, discutindo-os com base em resultados de investigação científica. -- Conhecimento em Rede, o podcast da Redescola do Instituto de Educação da Universidade de Lisboa dedicado à construção, partilha e divulgação de conhecimento em educação, apoiando a mudança informada dos sistemas, das políticas e das práticas educativas. CC BY-NC-SA FICHA TÉCNICA Autoria: Joana Viana, Professora do Instituto de Educação daUniversidade de Lisboa. Coordenação: Ana Sofia Pinho, Joana Viana, Estela Costa REDESCOLA, Instituto de Educação da Universidade de Lisboa. Música: The Best Jazz Club In NO, PaoloArgento(https://pixabay.com/music/traditional-jazz-the-best-jazz-club-in-new-orleans-164472/) Episódios gravados no estúdio da FCCN-FCT. Apoio técnico: João Santos. https://re.ie.ulisboa.pt/ | https://www.ie.ulisboa.pt/ Referências Bennett, S., Maton, K. & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. dx.doi.org/10.1111/j.1467-8535.2007.00793.x Chan, C.K.Y. & Lee, K.K.W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers?. Smart Learn. Environ. 10, 60. doi.org/10.1186/s40561-023-00269-3 Eliot, L. (2022). AI ethics and the generational transition from digital natives to AI natives growing up amidst pervasive AI, including ubiquitous self-driving cars. Forbes Magazine, 12. Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73–87. Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research andDevelopment, 53(4), 25–39. Judd, T. (2018). The rise and fall (?) of the digital natives. Australasian Journal of Educational Technology, 34(5). doi.org/10.14742/ajet.3821 Kim, C., Kim, M. K., ... & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. Kirkwood, A., & Price, L. (2013). Missing: Evidence of a scholarly approach to teaching and learning with technology in higher education. Teachingin Higher Education, 18(3), 327–337. doi.org/10.1080/13562517.2013.773419 Kirschner, P. A. & De Bruyckere, P. (2017). The myths of the digital native and the multitasker, Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001. Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. Laurillard, D. (2008). Technology enhanced learning as a tool for pedagogical innovation. Journal of Philosophy of Education, 42(3–4), 521–533. Parmenter, D. (2019). Make way for the AI natives. https://www.ciodive.com/news/make-way-for-the-ai-natives/557395/ Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. Trigwell, K., & Prosser, M. (2004). Development and use of the approaches to teaching inventory. Educational Psychology Review, 16(4), 409–424. Wilson, M. L., Hall, J. A., & Mulder, D. J. (2022). Assessing Digital Nativeness in Pre- Service Teachers: Analysis of the Digital Natives Assessment Scale and Implications for Practice. Journal of Research on Technology in Education, 54, 249-266. doi.org/10.1080/15391523.2020.1846146
