Portfólio de sequências didáticas utilizando as tecnologias digitais

Abstract

This work presents five didactic sequences indicated for High School, which were produced during the Specialization Course in Digital Technologies and Education 3.0, from the Federal University of Minas Gerais. In these sequences, several digital technologies were used, such as websites and applications, seeking to place the student as the protagonist of their learning and stimulating research, investigation and verbal communication. The digital tools used in the sequences were: Canva, for building infographics; Youtube videos, as material for further study; Digital game to reinforce learning; the Powtoon website so that students could create their videos; Google’s virtual classroom as a learning environment; the Timetoast website, for creating timelines and the Coggle website, for creating mind maps. The inverted classroom methodology was used in most sequences, allowing greater student participation in classroom discussions. As an innovation, we have the construction of narratives involving the discipline of Mathematics. Among the didactic sequences described here, only one was applied, and this experience is narrated in this superficial work, just a few comments and observations, since at the time of application, it was not intended to conduct research or write a report regarding this practice. Building didactic sequences including the use of digital tools is a challenging task, as it is necessary to bring together curricular content, technological tool and methodology. If this triad is not aligned, learning can be compromised. However, the didactic sequences that make up this work show that not only is it possible to use digital technologies in the school context, but there is also no way to separate them from education, considering the deep relationship that the contemporary human being has established with these tools.