Abstract:

Teachers in public schools in the state of Amazonas are not prepared to use mobile devices in the classroom. It is not clear to which these teachers teaching methodology is best suited for use of these devices within the classroom. Furthermore, even considering the existing technological delays in the region, students already have strong digital natives characteristics, not be accepting only passive the teaching-learning process agents. The profile of students already requires an flipped classroom and active learning environment. In this context mobile devices (phone or tablet) are fundamental. In this proposal the flipped classroom consists of a teaching model where the presentation of content is done through digital content that are available to students over the internet. In the classroom, the teacher uses the time to ask questions and launch projects, problems and challenges students, provided an active learning.

This paper seeks to demonstrate how the use of new teaching methodologies, supported by computational tools, can contribute to the improvement of student learning of Degree in Computer at Amazonas State University, presenting the benefits and difficulties of applying the concept flipped classroom through the use of mobile learning and blended learning in the formation of the state of Amazonas computing teachers. As computational tools were used platform Samsung Smart School and Google tools for dissemination of content and interaction outside the classroom.

The methodology was applied in a class in the 2nd half of 2014 and two classes in the 1st half of 2015 with an average of 15 students per class.

By analyzing the frequency indexes, notes and engagement in the activities proposed can prove that the implementation of the model of Flipped Classroom in conjunction with mobile learning technology, encourages the student to improve the teaching-learning process

Keywords:

Blended learning, mobile learning, flipped classroom.