COMPREHENSION THE TEACHING FOR STUDENTS OF HIGHER
EDUCATION AS PART OF INTERDISCIPLINARY
LEARNING/TEACHING MODEL IN THE CONTEXT OF INFORMATION
AND COMMUNICATION DIGITAL TECHNOLOGIES
Luciana de Lima
1, Robson Loureiro
21
Universidade Federal do Ceará (BRASIL)
2Universidade Federal do Ceará (BRASIL)
Abstract
This paper describes research actions with the purpose of analyzing the understanding that interdisciplinary groups of Undergraduate students in Teaching Formation Integrated to Cyberculture and Education (in Portuguese, Formação LICIE) proposed by the Federal University of Ceará (UFC) present on educators to develop interdisciplinary lesson plans in the context of the use of Information and Communication Digital Technologies (ICDT). Given the fragmentation of knowledge as one of the central problems in Teaching Education, the research conducted, characterized as a Case Study, presents as analysis subjects four members that make up an interdisciplinary group. The group is composed of two Teaching Education students at UFC and two students of the Undergraduate course on Systems and Digital Media, also at UFC. The research actions started in the second semester of 2014, in the facilities of the Interdisciplinary Educators Formation Laboratory (in Portuguese, LIFE/UFC). The approach taken in this work is divided into two stages. The first stage comprehends a research on the prior knowledge of the interdisciplinary group members to develop an interdisciplinary lesson plan integrated with ICDT. The second stage comprises an analysis of any changes in lessons plans after a theoretical discussion of the Interdisciplinarity and the Integration of ICDT to teaching. The analysis uses the data source triangulation in three stages: the understanding of interdisciplinary teaching; the understanding of integrated teaching to ICDT; and the understanding of teaching linked to aspects of teaching, learning and evaluation. At first, the understanding of the interdisciplinary group members about teaching was based on the fragmentation of knowledge with digital technology centered on the teacher's role. After the theoretical and practical discussions about teaching, during formation, it was found that the understanding of teaching starts a modification process in the interdisciplinary group. Evidences of articulation between the knowledge of specific areas of the group members, the use and integrate of digital technologies also centered on the student roles are guiding elements to articulate interdisciplinary proposals for methodological development for teacher formation
.
Keywords: Teaching, Lesson Plan, Interdisciplinary, ICDT, Teaching Technology.
1 INTRODUCTION
According [17], the conception that licentiates1 present of the educational theories and their application on teaching practice are generally closer to a traditional view, far from the innovations of the researches in the field. Teachers present difficulties in planning their classes observing the use of these resources in different contexts besides understanding teaching in a fragmented way.
The teaching training model is still based on an applicationist proposal of knowledge. It considers licentiates as “virgin spirits”, ignoring their previous beliefs and knowledge. Professionals sent to the labor market are unprepared to act in classroom, unaware of the roles which they have to play, and, insecure, they do not know how to articulate the acquired knowledge in favor of students learning. Moreover, they are not aware of the needs demanded by the information society, which points out a creative, autonomous and reflexive professional [17].
Therefore, there is not a teacher preparation to work with the digital resources in an integrated way with teaching. In general, the use of the Information and Communication Digital Technologies (ICDT)
1 The licentiate degree in Brazil is an undergraduate degree in a specific field (e.g. History, Geography etc) for teaching purposes.
in teaching practice is coherent with teachers’ pedagogical thoughts [6]. They are used for the presentation and transmission of contents by professionals who value the practice centered on the teacher. They are used to promote exploration and questioning activities by professionals who present a more active view on teaching. Thus, the author infers that the incorporation of the ICDT to the teaching practice actually does not ensure a pedagogical and integrating transformation, only reinforces a current practice.
The integration is thus an essential aspect in order to the ICDT to be used in teaching. The idea of integration is based on the interdisciplinarity concept of [11]. It is because of this perspective that the necessity of conceptual exchange between specialists of different disciplines happens. That creates the need of integration, sharing of knowledge and a discussion on an issue. Groups of teachers and students could act together to contribute with knowledge related to various fields of knowledge and establish relevant correlations with the value of the previous knowledge of those involved.
The LIFE2 project had its origin at the Federal University of Ceará in 2013. Besides creating an interdisciplinary digital laboratory with equipments that value work group and visual communication, it has been implemented hybrid didactic-methodological proposals of teaching action based on the Theory of Meaningful Learning [4], the Flow Theory [7], the Philosophy of Difference [9], studies on Digital Technologies [14] and Interdisciplinarity [11].
As a formative process for educators, the laboratory attends licentiates, teachers and students from various fields of the Federal University of Ceará in present and distance modalities, as well as students and teachers from public schools of Basic Education in Ceará. Supported by the UFC Pro-Rectory of Undergraduate Studies and partnerships with public schools, the laboratory offers undergraduate disciplines, extension courses and workshops in present and virtual environments. The research was conducted with an interdisciplinary group comprised of two students of the UFC Licentiate courses and two students of the Bachelor in Digital Systems and Media, all of whom participants in the LICIE Formation3, which took place in the 2014.2 term at the Federal University of Ceará. Applying a hybrid didactic-methodological proposal, the interdisciplinary group developed, during the complete formation, class plans in which they could include the acquired knowledge to be applied in the teaching practice with public school students of LIFE/UFC.
According to the presented problem and considering the necessity of integration between ICDT and teaching in interdisciplinary context in the UFC teaching formation, it is asked: How does the interdisciplinary group of LICIE Formation understand teaching regarding the development of interdisciplinary didactic-methodological proposals integrated to the ICDT?
The general aim of the research is the analysis of the comprehension which an interdisciplinary group of the LICIE Formation presents on teaching after developing interdisciplinary class plan in the context of the ICDT use.
The specific objectives are: the investigation of the previous knowledge presented by the interdisciplinary group on teaching; the investigation of the conceptual modifications presented by the interdisciplinary group on teaching after theoretical discussion on the Interdisciplinarity and the Integration of the ICDT with teaching; the comparison of results achieved in the light of the theoretical reference studied.
The methodology applied is the Case Study with data collection conducted during the LICIE Formation in the 2014.2 term and analysis based on the triangulation of data source, using the class plans developed during the aforementioned period.
2 THEORETICAL FOUNDATION - THE INTEGRATION BETWEEN ICDT AND
INTERDISCIPLINARITY
Contributions to the teaching and learning process of teachers and students are studied and proved by researchers based on the investigation of the integration between ICDT and teaching in an interdisciplinary context. The authors [15] emphasize that the use of computerized educational material bring the content closer to the students' reality with incentive to problem solving strategies.
2 Abbreviation in Portuguese which, in English, stands for Interdisciplinary Laboratory Educator Formation.
Practical experiences can be influenced by the ICTD, providing the use of different resources by means of the expansion of new possibilities of experimentation.
The authors [2] show that this integration allows the use of non-conventional learning methods, opening way to the exchange of information, the adaptation to learning modes, the improvement of the organization of ideas, the interaction between users and the integration of knowledge. Regarding the varied access to knowledge, teachers have to abandon their role as information transmitters, performing an adviser role.
It is considered therefore that teaching does not occur isolated and it is only possible based on the relations established with learning. Teachers become apprentices by establishing with their students a relation of partnership and mediation regarding the interactions established between the various types of knowledge [8], [14].
The logic of the digital society is based on the continuous management started from communication and immediate information. The discourses and social practices are reconstituted in this society in which the university is included [5]. The digital technologies take place in the contemporary culture, also penetrating the ambit of education, although not often experienced in its plenitude [1].
The limitation and, in some cases, the non-existence of digital technologies available in large scale to the teaching practice is one of the important obstacles to be surpassed to the integration between the ICTD and the pedagogical practice [6]. Moreover, the strategies applied in teaching to the use of digital devices are still the old pedagogic strategies, fitting the use of the media in the established historical logic [5]. This use is coherent with their pedagogical thoughts. Those who present a comprehension of teaching as knowledge transmission tend to use the ICTD to reinforce presentation strategies and content transmission. Those who have a more active view of teaching tend to use the ICTD to promote exploratory and questioning activities in an autonomous and collaborative work [6]. The use of the ICTD in favor of the improvement of teaching practice depends mainly on the context of use and not on their specific characteristics. The activities proposed by teachers and students are the main elements which support and value this process. The innovation happens when a dynamic of larger educational exchanges starts by the use of the ICTD in various activities, putting them in favor of the processes of teaching, learning and evaluation which could not be possible without the use of these tools [6].
It is yet necessary that teachers give up their great connoisseur role to open space so the students’ protagonism is present in the process of teaching, learning and evaluation. Computers do not substitute teachers but, when fully used, provide the opening of a potential space in which teachers can give up part of the power attributed to them [12].
In order to make this awareness possible, it is important that teachers acquire digital culture, as well as the characteristics of the ICDT in different contexts. It is necessary that teachers use them in their own learning so they can understand their use in the pedagogical practice; reflect on the necessity of using digital technology and how to use it in their teaching practice; as well as reflect on contributions which it can bring or not to learning and curriculum development [1].
Considering proposals of didactic-methodological changes based on problem solving, besides the use of generating themes and project development, the integrating and interdisciplinary use of the ICDT make possible the restructure of the teaching practice. The studies which approach the theme of the interdisciplinarity in order to integrate the ICDT with teaching have revealed important results to the comprehension of the favorable aspects and the obstacles of this process [13].
The changes which come with the ICDT are considered a revolution in the execution of teaching tasks. Thus, they are important to the development of an interdisciplinary work in the collaborative construction. Nevertheless, they are not enough to a transformation, considering that the attitude of those who use them is a relevant factor to the establishment of a perspective of changes [3].
The interdisciplinary work is characterized mainly by the relationship of teachers and students of different disciplines in various spaces reserved to the execution of the process of teaching, learning and evaluation; in social places, acting with professionals of other fields and people in their work context; by the curriculum flexibility, allowing the interdisciplinary experience with relationship out of classroom, including the use of the ICDT [10].
The theoretical presuppositions of the interdisciplinarity, as well as the types of knowledge related to the ICDT, can be helpful to a University in reformulations to the Licentiate Courses with the fidelity to break the disciplinary barriers and the knowledge fragmentation by means of an integrating process of
types of knowledge, in the development of teaching work based on inner partnerships between teachers, and outer ones between teachers, students and communities [13].
3 METHODOLOGY
The research investigates a contemporary phenomenon, considering the real context of the students at the Federal University of Ceará. Regarding the non-demand of control over behavioral events, the value of spontaneous expressions of thought and the use of direct sources of evidence in understanding the studied phenomena, the research is characterized as Case Study [18].
The analysis unit of the research is comprised of an interdisciplinary group of two (2) students of Licentiate Degree Course, one (1) of the field of Social Sciences and another (1) of the Language and Literature field; and, two (2) students of the course of Digital Media and Systems, participants of the Licentiate Formation Integrated to the Cyberculture and Education (LICIE Formation) of the 2014.2 term, taking place at the Interdisciplinary Laboratory Educator Formation (LIFE/UFC) with support of the Pro-Rectory of Undergraduate Studies, the Virtual University Institute and the Center of Distance Education of Ceará. It is important to consider that the LICIE Formation attended thirteen (13) students of UFC during this period. The choice of the interdisciplinary group studied, comprised of four (4) students, happened due to the presence of its participants during the formation.
The interdisciplinary group is comprised of three (3) men and one (1) woman. The average age of the group is 25 years old. Three (3) members are undergraduates of the present modality, one (1) member is an undergraduate of the distance modality on UAB/UFC. Two (2) members are studying the second term of their respective courses and the other two (2) members are in the last term. All of them use computer and internet of their own every day, surfing mainly on social networks.
The Licentiate Formation Integrated to the Cyberculture and Education (LICIE Formation) aims to form students who want to act as teachers, considering the use of the interdisciplinary didactic-methodological proposal integrated to the ICDT based on the theoretical practical study of the Theory of Meaningful Learning of Ausubel [4], the Flow Theory of Czikszentmihalyi [7], the Philosophy of Difference with focus on [9] and the proposal of the use of Digital Technologies in the process of Teaching and Learning presented by [14]. The Formation allows the appreciation and use of the previous knowledge of the participants, the construction of engagement and the meaning of teaching concept, and the development of the critical-reflexive thinking on the action of the teaching practice. The research is conceived of two (2) stages: investigation of the previous knowledge of the interdisciplinary group included in class plan; investigation of modifications in the class plan after theoretical discussion on the Interdisciplinarity and integration of the ICDT with teaching.
In the first stage, it is asked to the group the development of an interdisciplinary class plan using digital technological resources without any previous discussion on the practice or theory linked to: class planning, teaching, learning, evaluation, interdisciplinarity, digital technology. The work of the group begins with a blank page of a text editor and finishes with a class proposal which integrates all the aforementioned types of knowledge. The text is produced in teamwork among the four members of the group, besides being shared on the internet cloud with the classmates and teachers of the formation.
In the second stage, the licentiates start discussions and theoretical understanding of planning concepts, class planning, developing a model used until the end of the formation. In the curriculum sequence, they study the concept of Interdisciplinarity by means of theoretical discussions and analysis of teaching practices. They start discussions and theoretical understanding of the concepts of Technology, Digital Technology, Digital Technology inserted in the educational context: Instructionism and Constructionism. In the context of the practice, they search on the internet for digital educational material which can be used in classroom, considering the specific content of their field of knowledge in a singular or interdisciplinary mode. They are asked to transform a class plan previously developed, adding elements which characterize interdisciplinary teaching actions with the use of digital technologies, based on the studies accomplished.
The instrument used in the data collection is the class plan developed by the licentiates in the two (2) stages of the research. According to the orientations of [18], it is used two (2) data collection protocols which consider the following aspects: presentation of the general objectives of the research project, specific objectives of the collection, description of the activities developed, questions necessary to
guide the work at the moment of the execution of activities and a guide for the elaboration of the case study report.
The data analysis is performed by means of the interpretative reading of the elements presented in the class plans developed in the course of the research, as well as its interconnections. Therefore, it is used a triangulation of data source, favoring the comparison of information in different moments of the research in order to verify whether they continue the same or modify [16].
The data analysis is divided into three (3) moments: comprehension of teaching in an interdisciplinary proposal; comprehension of teaching in a digital technological proposal; comprehension of teaching in a comparative context.
In the first moment, the following elements are analyzed: the relation established between theme and specific content in the development of teaching activities and strategies; the articulation between the specific content and the interconnections in the proposals of teaching activities and strategies.
In the second moment, the following elements are analyzed: the type of digital educational material used; the preference for the development or the search of digital educational material; the relation between the activity and the strategy proposed, as well as the use of the digital educational material chosen.
In the third moment, the results obtained in the two previous moments are compared, analyzing the following elements: the proposal of teaching act; the relation established between teaching, learning and evaluation.
4 RESULTS AND DISCUSSION
The results are presented considering the two (2) stages of the research in the description of part of the class plans, followed by the interpretation and discussion in the light of the theoretical reference used. The interdisciplinary group studied is entitled IG in order to avoid dubiousness in relation to the language used in the text..
4.1 Stage 1 – Investigation of the previous knowledge of the licentiates
included in class plan
Before the theoretical discussion and/or practices on the approached themes in the LICIE Formation, the IG was invited to elaborate a class plan starting from a blank page in the text editor shared by cloud. Without any previous model, they elaborated a plan on August 7th, 2014.
The theme approached by the IG is entitled “Process of sociability on networks”. The explicit content in the plan was: “culture, sociability, society and networks”. The theme used was included in the content to be approached in classroom. Nevertheless, they did not make explicit all the specific fields attached to the members of the IG. It was verified explicitly the content of the fields of Social Science and Digital Media and Systems, but it was not possible to visualize the content of the field of Language and Literature.
In the proposal of teaching activity, the IG indicated the division of the groups and then, “each group was to be responsible for a theme related to the content of the present class”. Thus, it was not possible to understand the way which the IG articulated the teaching actions to work in an interdisciplinary way. It was possible to understand a fragmentation of the content, once they were subdivided to each group.
To [11] the interdisciplinarity is based on the need of conceptual exchanges between specialists. Considering the fragmentation of knowledge presented in the class proposal, it is noticed that the interdisciplinary question did not emerge.
The objective of the class proposed by the IG was "provoke discussion among students on how young Brazilians relate to construct sociability networks, using social networks, in particular the Facebook". At any moment of the class planning the IG suggested the use of any digital material. Nevertheless, the discussion had as theme the use of digital social networks, such as Facebook. The use of digital resource is inherent to the approached content, not being observed this type of digital material only as a use tool, but also a space of discussion and social comprehension.
According to [1], the awareness of the use of the ICDT in teaching starts with the acquisition of the digital culture by teachers to later use in the pedagogical practice. In this sense, the IG brought
elements of the social network culture, moving towards an educational acquisition. It is not possible to know if the proposed strategies fit the historically established old strategies as emphasized by [5]. The teaching act was not specified by the IG. Nevertheless, it is possible to understand that the division of the group of students and the theme choice of each group was responsibility of the teachers. The evaluation issue was not specified in the plan by the IG, denoting signs that evaluation procedures were not understood as defined part of the teaching, learning and evaluation processes. This aspect can be explained according to the results of the research developed by [17], once the elements researched in the class plan can indicate a comprehension of teaching closer to a traditionalist view, centered in the act of the teacher.
4.2 Stage 2 – Investigation of modifications in the class plan after discussion
on Interdisciplinarity and Integration of the ICDT with teaching
After theoretical and practical discussions on Interdisciplinarity, Integration of the ICDT with teaching in the LICIE Formation, and, making use of a class plan model, the IG presented on October 3rd, 2014 a new version of didactic-methodological proposals.
The theme approached was modified. It then used a theme which contained external elements to the specific content to be worked in classroom. The theme was “photography”. The specific content also took a new format. The group listed the following: “visual language, visual composition (rule of thirds), elements of Semiotics and concept of field (Bourdieu)”. It is noticed that the IG delimited the content of each field of knowledge, considering the fields of all involved in the development of the plan.
The relations established between theme and specific content are comprehended regarding the interpretation of the strategies drawn by the IG in the development of the didactic sequence. In the first 25 minutes of the class, the IG proposed to the teachers that they provide photographs to the students; ask the students to comment on the photos observing intention, message and structure; comment on the photos regarding the content; and promote reflections with the students about the content worked.
In the following time of a 50-minute class, the IG proposed to the teachers that they present a Facebook fan page which contains photographs; give notebooks to the students; ask the students to observe the photos of the fan page and verify the content discussed in class; comment the impression that they had on each photo; and clarify the doubts of the students.
It is possible to verify that the theme is integrant part of the activity and explored in the specific content approached. Although it is not explicit the way that the IG articulates the specific knowledge to the development of the activity, it is possible to comprehend that the proposal provides a comprehension of the photograph in different ways, articulating the various fields of knowledge around the “photograph” theme.
The determination of a generator theme that allows the definition and the integration of the specific knowledge of different fields, as well as the articulation of the knowledge around this theme, according to the presuppositions of [11], reveal the existence of interdisciplinarity elements, once there is a necessity of sharing knowledge and conceptual exchanges between the members of the IG in the construction of the class plan.
The resources used in the class are listed as follows: “Datashow, notebook, software for photo visualization, photos, internet and fan page: https://www.facebook.com/pages/Recorte-Cotidiano/834047496634789?ref=hl”. The IG showed concern with the use of the digital equipments in the class, besides making use of the internet and of digital materials available on social networks. Thus, the IG chose to construct a fan page of teachers for the subsequent use of the students, without the participation of the latter in the initial construction of the proposal, being able to continue it at the same time.
The fan page is actually used as proposal of teaching activity, being used as space for debate, exercise and information exchange. The IG demonstrated preference for the development of a digital space. The development of this space opens the discussion on the photograph theme inside and out of the classroom, led by the teachers or the students themselves.
The IG seemed to center the teaching activity on the professor and the student. Initially, proposed a collection work of the previous knowledge of the students, but did not explain how the knowledge would be used in the course of the teaching activity. It thought about the transmission of the formal content in the teacher, each one in their own field of knowledge. At the same time it was concerned
about the exercise of the student in the identification of the approached content in real situation. It did not specify how the students would be evaluated in this process. Nevertheless, the register of the understanding of the students on the Facebook page can be used as evaluation instrument, depending on the focus approached by the IG as teachers.
Pursuing the integration between teaching and ICDT, the IG used non-conventional teaching, learning and evaluation methods, proposing an interaction between the students and the integration between knowledge. This attitude corroborates what [2] defend regarding the integration between teaching and ICDT. Nevertheless, they were yet concerned about the transmission of information to the students by the teachers, corroborating the ideas of [6] on the use of the ICDT in teaching as coherent with the view that the teacher presents about teaching.
5 FINAL CONSIDERATIONS
The engagement of the interdisciplinary group was a remarkable aspect in the developing of the class plan in the LICIE Formation. The study on interdisciplinarity contributed for the members of the group to develop their activities in a way to discuss and think together about proposals which can integrate knowledge. The initial plan evidenced the fragmentation of the specific knowledge, while the subsequent plan brought elements of integration, once they chose a generator theme and tried to articulate the concepts, activities and strategies, together working different ideas emerged in the group. This aspect denoted signs of a construction of interdisciplinary actions.
The approach of the digital technology in teaching characterized as centered in the action of the teacher in classroom. The idea of use of social networks became consistent to the interdisciplinary group, emerging ideas of pedagogical actions sometimes centered in the teacher, other times centered in the students, with potential use inside and outside classroom.
The initiative to develop an interdisciplinary didactic-methodological proposal integrated to the ICDT contributed to the perception that the teacher formation can be worked in a different way, integrating to the proposal the theoretical-practical comprehension of the joined development of teaching activities and the critical reflection on the use of the ICDT in teaching.
The research will be performed again in the 2015.1 term, extending the data collection to other interdisciplinary groups of the LICIE Formation, which, due to its interdisciplinary characteristic and including new teaching and bachelor courses in the teaching formation, will be named Technoteaching..
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