A mediação da tecnologia como ferramenta na Educação: a utilização de sequências didáticas no ensino híbrido.

Abstract

The use of technology at the service of education has become a usual practice today since students are digital natives and their realities in, one way or another, are connected to the use of technology. The use of hybrid teaching where conservative practices are mixed with active technologies is increasingly present in the educational reality since, through this type of teaching, classes become more interesting, enjoyable and investigative. The aim of study of this research was the use of didactic sequences for the correct use of digital tools in the classroom. This study aims to lead the teacher to understand the importance of the elaboration of didactic sequences as a tool for the execution of his work in the classroom and the use of digital resources as a way to promote teaching where the student plays the main role of his learning through investigation and the appropriation of technological knowledge applied to any subject. It also seeks to ensure that the teacher understands his role as an active mediator in the hybrid teaching process. The methodology used was the study of digital tools and their application in the classroom daily. Research has shown that by combining technology with education through a well-designed didactic sequence, learning occurs in a more meaningful way and is correlated to the student's reality. Therefore, the research points to the efficiency of such teaching strategy as a tool for an effective hybrid teaching method.