Can Continuing Education be Done Remotely: learning and teaching Geography on Google Earth and ArcGIS Storymaps
Remote teaching, driven by the COVID-19 pandemic, stood out in the educational debate in 2020, intensifying the dynamics of teaching and learning through digital devices. Thus, this article aims to present the pedagogical workshop as an alternative for teacher training, especially in geography, whic...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal Fluminense (UFF) |
| Repositorio: | Ensaios de Geografia |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/62009 |
| Acceso en línea: | https://periodicos.uff.br/ensaios_posgeo/article/view/62009 |
| Access Level: | acceso abierto |
| Palabra clave: | Geography teaching Teacher development Remote teaching Pedagogical workshop Geotechnologies Enseñanza de Geografía Mejoramiento docente Enseñanza remota Taller pedagógico Geotecnologías Ensino de Geografia Aperfeiçoamento docente Ensino remoto Oficina pedagógica Geotecnologias |
| Sumario: | Remote teaching, driven by the COVID-19 pandemic, stood out in the educational debate in 2020, intensifying the dynamics of teaching and learning through digital devices. Thus, this article aims to present the pedagogical workshop as an alternative for teacher training, especially in geography, which can be developed in different realities (in-person or remote) and any period (of crisis or not), using digital platforms. To achieve this objective, the pedagogical workshop was used as a methodological instrument, since its use provides an opportunity for the creation, collection, and analysis of narratives from participating teachers. Thus, meetings were held on Saturdays with teachers who signed up for the activities. The results indicated that these geotechnology platforms are powerful tools for learning and teaching Geography in remote teaching. The activities also highlighted the importance of addressing existing gaps in training and in school structural conditions, which became even more noticeable in the emergency context. |
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