About this paper

Appears in:
Pages: 3010-3017
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

THE USE OF MOBILE LEARNING AND BLENDED LEARNING IN IMPLEMENTING THE CONCEPT FLIPPED CLASSROOM FOR TEACHER TRAINING IN THE BRAZILIAN AMAZON: BENEFITS AND DIFFICULTIES

D. Noronha Pontes1, D. Silva2

1University of Amazon (BRAZIL)
2Samsung/Sidia (BRAZIL)
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
@InProceedings{NORONHAPONTES2015USE,
author = {Noronha Pontes, D. and Silva, D.},
title = {THE USE OF MOBILE LEARNING AND BLENDED LEARNING IN IMPLEMENTING THE CONCEPT FLIPPED CLASSROOM FOR TEACHER TRAINING IN THE BRAZILIAN AMAZON: BENEFITS AND DIFFICULTIES},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {3010-3017}}
TY - CONF
AU - D. Noronha Pontes AU - D. Silva
TI - THE USE OF MOBILE LEARNING AND BLENDED LEARNING IN IMPLEMENTING THE CONCEPT FLIPPED CLASSROOM FOR TEACHER TRAINING IN THE BRAZILIAN AMAZON: BENEFITS AND DIFFICULTIES
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 3010
EP - 3017
ER -
D. Noronha Pontes, D. Silva (2015) THE USE OF MOBILE LEARNING AND BLENDED LEARNING IN IMPLEMENTING THE CONCEPT FLIPPED CLASSROOM FOR TEACHER TRAINING IN THE BRAZILIAN AMAZON: BENEFITS AND DIFFICULTIES, ICERI2015 Proceedings, pp. 3010-3017.
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