Abstract:

We did qualitative-descriptive research that investigates aspects of teacher education related to emergencies of digital culture. This cyberculture established in a digital world, where technologies change relationships, conceptions, and behaviors of society as a whole, and the need for digital education to understand and act in this new context is pressing. In this scenario, a question that arose (and it is not particularly "new") is related to teacher education, specifically regarding the challenges and possibilities for creating pedagogical practices that address students' expectations and training needs.

Students do not have the same learning style. We know this for a while. But how to handle these differences? The pandemic context linked to COVID-19 allows us to amplify the previous results by observing the emergency movement from face-to-face classes to remote ones. To attend to different learning styles, we propose a remixed pedagogical approach. This remixed proposition uses two or more pedagogical strategies based on emerging trends in digital culture.

To illustrate the operationalization of this proposal, we opted for three strategies: computational thinking, maker culture, and gamification, which were called the Contemporary Educational Triad.

The theoretical framework of this work uses the work of Piaget, Papert, and Vygotsky. The idea of remix proposes to combine / mix / transform existing resources and practices to think about the new. In this sense, the main goal of this work is to investigate the contributions to the school ecosystem when adopting remixed pedagogical strategies through a case study based on the Contemporary Educational Triad.

Initially, the research locus occurs in private education schools located in Porto Alegre / RS. We interviewed managers of those schools and from the network, teachers, and professionals of Educational Technology who work in the places investigated. We enlarge our observations during the COVID-19, the pandemic context, including a private higher education university. Data collection instruments consisted of interviews (unstructured and semi-structured) and comments (non-participant with structured). Discursive Textual Analysis was the technique used to support data analysis. At the end of this research, the main contributions understand the complexity inherent in establishing a digital education, whose ubiquity context, nonlinearity, and the intense change in conducting teaching.

We also highlighted the importance for the teacher to recognize the possibilities offered by adopting remixed pedagogical practices to develop a pedagogical project considering different learning styles. Although the end of this research, this reflection concludes with the certainty that digital technologies can help difference and innovation in teaching and learning situations. Still, the decisive element in this process is the teacher who is involved with the necessary background and training to create pedagogical solutions in emerging and challenging contexts that the digital world establishes.

Keywords:

Digital culture, Teacher Education, Remixed pedagogical practices, Computational thinking, Maker Culture, Gamification.