Expanding scopes for starting teachers’ training in blended learning
Abstract
This paper aims to offer and discuss a qualitative case study involving use of communication tools in a blended learning system (b-learning) for an initial context of Teacher’s Science/Technology (Sc/T). Therefore, we aim to contribute to the distance learning concept (b-learning context) through finding answers of questions asked about prospective digital technologies for starting teacher training, particularly a way to blend and overcome restrictions. We search tools available online in platform as a helper at classroom training in order to provide: i) guidelines to develop planned tasks and records available as well as literature and web-references; ii) discuss issues related to classes and/ or recommended topics; iii) share and discuss tasks given by students. This paper contextualizes analysis, but objectives and operating strategies are described in order to offer a reflection based on that experience. Results by perception and mediated by technologies, and a questionnaire to students and interviews applied to teachers give us a good acceptance of strategies designed and greater interaction levels, especially on issues related to topics covered at conferences. It can also be concluded that technologies fostered an expansion of learning scopes.Downloads
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