TEACHERSTUDENTS INTERRELATIONS IN THE DIGITAL CONTEXT

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TEACHER-STUDENTS INTER-RELATIONS IN THE DIGITAL
CONTEXT

• MARIA CRISTINA L. P. LOPES
• cristina_at_ucdb.br
• UNIVERSIDADE CATÓLICA DOM BOSCO

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PART OF MY DOCTORAL THESIS(SPONSORED BY CNPQ)
THE PHENOMENON TECHNOLOGICAL FORMATION OF
TEACHERS AND MULTIPLIERS
1 Fonte http//ilusaodeotica.com
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THE HERMENEUTIC-PHENOMENOLOGICAL ORIENTATION

• THE PHENOMENOLOGY THE DESCRIPTION OF THE HUMAN
  EXPERIENCE PHENOMENA
• THE HERMENEUTIC THE PHENOMENA INTERPRETATION
  STARTING FROM THEIR TEXTUALIZATION
• VAN MANEN (1990) TO DESCRIBE A PHENOMENON AND
  TO INTERPRET IT, CONSEQUENTLY, TO UNDERSTAND
  DEEPLY ITS NATURE, ITS ESSENCE

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THE METHODS OF PERSONAL EXPERIENCE CORRESPOND TO

• a way to permit researchers to enter into and
  participate with the social world in ways that
  allow the possibility of transformations and
  growth. Personal experience methods offer all of
  us, not only we as chapter authors, but you as a
  reader, the opportunity to create a middle ground
  where there is a conversation among people with
  different life experiences. Personal experiences
  methods inevitably are relationship methods
  (Clandinin Connelly, 1998 176).

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PART OF THE PHENOMENONTHE INTER-RELATIONS
TEACHER-STUDENTS

• TWO COURSES OF TECHNOLOGICAL FORMATION IN THE
  DIGITAL CONTEXT

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OBJECTIVE OF THE COURSES

• TO PROPOSE SPACE FOR CRITICAL REFLECTION ABOUT
  EDUCATIONAL TECHNOLOGY BY THE INTERACTION AND
  NEGOTIATION OF EXPERIENCES, INFORMATION, POINTS
  OF VIEW, UNDER THE SOCIAL-INTERACTIONIST APPROACH
  (THE LEARNER PART OF A SOCIAL GROUP INTERACTION
  WITH HIMSELF, WITH THE OTHERS AND WITH THE
  ENVIRONMENT- SOCIAL HISTORICAL CONTEXT)

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ASSUMING AN ACTIVE ROLE(teacher-student)

• - ...but ...although we say that the student has
  this space, I think that it is not like that
  when a studentsometimesstands up and shows his
  point of view we (teachers) think that the
  student is. He doesn't want anything or that he
  just wants to be evaluated we establish our
  points of view (teachers) such as a defense so,
  I think that we have to start to perceive more
  the student's speech many times we already have
  the preconceptions soin this sense I have
  talked

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ASSUMING AN ACTIVE ROLE(teacher-student)
-... so, it is something which comes from the
both sides... I am really willing to listen to
the student ... and if I think that what the
student is suggesting is not going to affect
himself for example, at the second semester....
I talked to them...offering a lot of tests...
but... after a while.... they were feeling
stressed... the tests were not helping... the
students were always thinking about the tests I
said so, it is ok.lets rethink about these
tests... (reflection-about-action / Schön, 1987)
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SHARING EXPERIENCESENCOURAGING ONE EACH OTHER

• We are so happy to start this online course and
  we hope that you are encouraged to discover
  altogether new ways to improve our educational
  practices (current and in the future) through
  this new environment. We count on your effective
  participation in the sense of giving opinions and
  suggestions, making questions, discussing and
  improving our interactions. Welcome you all and
  success to our online course. Hugs!

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SHARING EXPERIENCESENCOURAGING ONE EACH OTHER

• Hi. We hope you are enjoying the course and
  participating effectively, opening e-mail,
  reading, searching the suggested electronic
  addresses, etc. We have not seen your
  participation in the chat yet. You do not need to
  wait a pre-determined date to enter into the
  chat, you can date it at any time you want. You
  can also communicate by using it Attention, we
  have already received some activities (number
  one), although we would like that you elaborated
  them a little more, not just answering the
  questions, but exploring your reflections deeply.
  Think about how you would state your points of
  view if you were talking live with someone and
  write everything on paper, better, on the e-mail.
  Hugs!

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SHARING EXPERIENCESENCOURAGING ONE EACH OTHER

• Hi. I am enjoying a lot to do this course.
  Congratulations!!!!
• Teacher, I thought the photos were vey nice,
  congratulations for the initiative, my photo is
  number 10 (the student was referring to an area
  in the course called WHO WE ARE, prepared to
  locate all the participants photos).
• Thank you, teacher, for helping me. As a matter
  of fact, I have already finished the activity.
• Dear, I have finally got the deadline, I have
  been studying this lesson number for a weekit is
  being worthwhile. I am very satisfied in
  participating and mainly doing researches,
  reasoning, making conclusions. It has been a very
  good experience.

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PERIPHERAL PARTICIPATION (Lave and Wenger-
1991)JUSTIFYING WHAT WAS EXPECTED BUT NOT DONE

• Hi, teacher. How are you?Is everything ok? Sorry
  not to connect before, you know, I play
  volleyball for the University and, then, I have
  to be prepared to the championships... I traveled
  last Tuesday so that I am a little late with the
  activities.... But I promise that ... from
  now....I will devote more time to the
  activities....I am in class now and I cant write
  any more but tomorrow I will be on the site and
  do the activities and I will send other e-mails
  about my person, my likes, and the rest. Do not
  think that I am sloppy it was a rush.sorry for
  my carelessness with the beginning of the
  course.see you tomorrow....bye.

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PERIPHERAL PARTICIPATION

• Teacher, I would like to start apologizing me not
  to participate at the last chat. There were some
  technical problems at the phone net in the region
  where I live which prevented me of having access
  to the internet and of participating at the chat.
  I would like to congratulate you for the course
  which is being great and very interesting, it was
  well elaborated and it has very interesting
  themes. Once again, sorry for not participate at
  the chat and sorry for the delay to answer the
  e-mail, I am with some projects of my course and
  do not have enough time. A big hug and see you
  soon.

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SHARING THE RESPONSIBILITIES

• The computing does not go away, therefore the
  responsibility is ours (teachers, educators,
  professionals) to find the clue, the way to join
  the technology and the education to benefit of
  everybody, and we cannot delay a lot the
  cyberspace generation is already at the classes
  anxious for surfing.

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SHARING THE RESPONSIBILITIES

• But, I also think that it mustn't wait everything
  from the teacher... the student also has to do
  his part in the process, in this sense. At the
  second question, you talked about another subject
  that I think it is very important the
  responsibility of the student at the distance
  education. Therefore, as you say (addressing to
  the student), it is not a case of studying less,
  but of working in a different way. The student
  must know how to be responsible, such as the
  teacher cannot let the student alone.

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SHARING THE RESPONSIBILITIES

• It is also necessary that the teacher understand
  that the teaching process cannot be anymore
  orientated to make the student able to repeat the
  teachers words. The teacher also has to offer
  space to the students independence. The teacher
  can think that he is loosing the power, the
  space, but, actually, everybody is getting
  quality in the process.

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CONFIDENCE

• Another important point which you emphasize at
  the second answer is the fact of the necessity of
  a minimal match between the teacher and the
  students it must have confidence on the teacher
  and I think that it is also good to have a
  minimal affection, an emotional or affective
  chain which joins teacher and students, though
  everybody has experience when a teacher is
  unfriendly, for any reason, it is automatically
  established an unpleasant relation to the subject
  which is being taught. So, to have a success at
  the learning process, it is necessary and
  desirable that there is a mutual affection.

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AUTONOMY

• By reading the text I come back to think about
  the autonomy subject. If the teachers worry
  continues to be that the student knows certain
  things in a certain way and the students worry
  continues to be that he knows what the teacher
  wants, with or without modern technology, nothing
  has changed. The student only learned how to use
  a new machine... I agree that the Internet
  technology interferes directly in the school
  process, however if the student continues
  dependent on the others' wishes , that is, he is
  not a person with autonomy to search things he
  wants, such as his own knowledge acquisition,
  nothing has changed.

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AUTONOMY

• So, we can conclude that our student, although
  adult, working at most of the time, motivated
  till a certain point, does not have the qualities
  which the text indicates as necessary to the
  distance education. The students can overcome the
  obstacles, but it seems that they did not have an
  educational way which guided them to the
  autonomy, more commitment, organization. The
  question of autonomy is not a reality for the
  students yet.

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FINAL CONSIDERATIONS

• The role of the teacher is essential in the
  digital inclusion of his student (more than
  teaching the possibilities of the technology,
  collaborating to the citizens formation)
• The role of the teacher is enlarged in the
  digital society, with responsibilities at the
  socialization and the formation of the student

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FINAL CONSIDERATIONS

• The student must be perceived as an integrated
  person at the digital teaching-learning process
  where, joint to the teacher, must participate
  actively and develop a critical posture
• The necessity of both the teacher and the student
  understand themselves as person
• To know the technology is important but not
  enough. It is also necessary to have a position
  at the digital society to value ourselves as
  different ones human beings with emotion,
  feelings and with possibilities of infinite
  inter-relations.

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BIBLIOGRAPHICAL REFERENCES

• CLANDININ, D. J. CONNELLY, F. M. 1998. Personal
  Experience Methods. In Denzin, N. K. and
  Lincoln, Y. S. (Eds). Collecting and Interpreting
  Qualitative Materials. London SAGE Publications.
  
• FREIRE, P. 1987. Pedagogia do Oprimido. Rio de
  Janeiro Paz e Terra.
• LAVE, J. WENGER, E. 1991. Situated Learning
  Legitimate Peripheral Participation. New York
  Cambridge University Press.
• SCHÖN, D. 1987. Educating the reflective
  practitioner toward a new design for teaching
  and learning in the professions. San Francisco
  Jossey Bass.
• van Manen. 1990. Researching lived experience.
  The University of Alberta, The Althouse Press.
• VYGOTSKY, L. S. 1938/1978. Mind in Society The
  Development of Higher Psychological Processes.
  Editado por M. Cole e S. Scribner. Cambridge,
  Mass. Harvard University Press.