MAPEAMENTO E CATEGORIZAÇÃO DE POTENCIAIS TECNOLOGIAS DA EDUCAÇÃO 4.0 PARA CURSOS DE BACHARELADO DESIGN
Resumo
Este artigo é parte de uma pesquisa de doutorado que tem como objetivo, investigar qual o potencial das tecnologias da Educação 4.0 na área do Design. Dentro desse cenário, o presente artigo, visa mapear e categorizar possíveis tecnologias da educação 4.0 que possam ser utilizadas nos cursos de Bacharelado em Design de Instituições de Ensino Superior, sejam elas públicas ou privadas. O estudo é de caráter quantitativo, pois visa mapear e quantificar potenciais tecnologias da Educação 4.0 que podem ser utilizadas para Cursos de Bacharelado em Design no âmbito da educação 4.0. A metodologia foi baseada em pesquisa bibliográfica, por meio de um estudo teórico, realizado em periódicos e livros nacionais e internacionais. Após a coleta dos dados, foi realizado o registro das tecnologias selecionadas em uma planilha de Excel e, posteriormente, criada uma categorização fundamentada na literatura pesquisada, a partir das definições e recursos similares das tecnologias. Como resultado, apresenta o mapeamento e categorização das tecnologias da Educação 4.0 dentro do cenário, possíveis de serem inseridas em cursos de Bacharelado em Design. Conclui-se que são amplas as possibilidades de tecnologias da Educação 4.0 disponíveis no cenário contemporâneo que possibilitam metodologias diversas para experiências educacionais inovadoras e envolventes, dando ao professor diversas possibilidades para desenhar suas disciplinas, para cursos de Bacharelado em Design.
Texto completo:
PDFReferências
Antonopoulos, A. M. (2014). Mastering Bitcoin: Unlocking digital cryptocurrencies. O'Reilly Media.
Atkinson, S. P., & Koepfler, J. A. (2018). 3D printing in education: A framework for implementation. TechTrends, 62(5), 483-491.
Attard, J., Orlandi, F., & Lehdonvirta, V. (2019). Decentralizing education through blockchain: The case of the massive open online course. British Journal of Educational Technology, 50(3), 1107-1121.
Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.
Baker, R. S. (2010). Data mining for education. In International Encyclopedia of Education (pp. 112-118). Elsevier.
Baker, R. S. (2014). Data mining for education. In The handbook of educational linguistics (pp. 273-286). Wiley-Blackwell.
Baker, R. S., D'Mello, S., Rodrigo, M. M. T., & Graesser, A. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners' cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.
Barab, S. A., Gresalfi, M. S., & Arici, A. (2009). Why educators should care about games. Educational Leadership, 67(1), 76-80.
Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. Theoretical foundations of learning environments, 1(1), 25-55.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.
Barba, E., Alcañiz, M., & Rey, B. (2019). Immersive virtual reality in education: A systematic review of the literature. Journal of Educational Technology & Society, 22(2), 136-154.
Bates, A. W., & Sangrà, A. (2019). Managing technology in higher education: Strategies for transforming teaching and learning. Jossey-Bass.
Becker, A. S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, TX: The New Media Consortium.
Beg, M. S., Gao, S., Anpalagan, A., & Hassan, A. (2021). Internet of Things (IoT)-Based Smart Education: A Comprehensive Review. IEEE Internet of Things Journal, 8(13), 10617-10633.
Bers, M. U. (2010). The design and implementation of an early childhood robotics curriculum. International Journal of Technology and Design Education, 20(3), 331-349.
Bonsiepe, Gui. Design, Cultura e Sociedade. São Paulo: Blucher, 2011.
Brasil. Ministério da Educação. Cursos de Bacharelado em Design no Brasil. Disponível em: . Acesso em 25 junho de 2022.
Brusilovsky, P. (2001). Adaptive hypermedia. User Modeling and User-Adapted Interaction, 11(1-2), 87-110.
Brusilovsky, P., Somyürek, S., & Guerra, J. (2017). Empowering adaptive learning with open social student modeling. IEEE Transactions on Emerging Topics in Computing, 5(4), 572-582.
Calvo, R. A., & D'Mello, S. (Eds.). (2010). New perspectives on affect and learning technologies. Springer.
Cardoso, Rafael. Design para um Mundo Complexo. São Paulo: Cosac & Naif, 2012.
Castells, M. A sociedade em rede. Tradução: Roneide V. Majer. 13ª Ed. São Paulo: Paz e Terra, 2010.
Chen, C. M., & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652.
Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J: Research in Learning Technology, 12(2), 113-124.
Cross, R., & Swan, E. (2017). Blockchain and the CFO: Preparing for the impact. Strategy & Leadership, 45(6), 29-35.
Dede, C. (2017). Learning in augmented reality environments: Promises and challenges. In Augmented reality (pp. 433-454). Springer.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In Collaborative learning: Cognitive and computational approaches (pp. 1-19). Pergamon.
Dillenbourg, P. (2019). Internet of Things: Opportunities and challenges for educational research and practice. Journal of Computer Assisted Learning, 35(1), 1-5.
Dillenbourg, P., & Jermann, P. (2010). Technology for classroom orchestration. Springer.
DiSalvo, C., Guzdial, M., Bruckman, A., & McKlin, T. (2014). Hybrid crafting: Towards an integrated practice of crafting physical and digital artifacts. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2511-2520).
D'Mello, S. K., & Graesser, A. C. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145-157.
Downes, S. (2012). Connectivism and connective knowledge: Essays on meaning and learning networks. National Research Council Canada.
Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
Elci, A., & Verma, N. (Eds.). (2021). Internet of Things in Education: Technologies, Applications, Challenges and Opportunities. Springer.
Ericsson, M. (2021). Educational technology for a digitally connected world: Transforming theory into practice. Routledge.
Forschungsunion, Acatech. Recommendations for implementing the strategic initiative industrie 4.0 Working Group. Disponível em: . Acesso em 15 de setembro de 2022.
Fuhr, Regina Candida. (2018). Educação 4.0 nos impactos da 4ª Revolução Industrial.
Freitas, S., & Liarokapis, F. (2011). Serious games: A new paradigm for education? In Digital games and learning (pp. 9-23). Routledge.
Jong, T., Linn, M. C., & Zacharia, Z. C. (Eds.). (2013). Handbook of research on educational communications and technology. Springer Science & Business Media.
Garrison, D. R., & Anderson, T. (2016). E-learning in the 21st century: A framework for research and practice. Routledge.
Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Gee, J. P. (2008). Learning and games. In The ecology of games: Connecting youth, games, and learning (pp. 21-40). MIT Press.
Haddad, W. D., & Draxler, A. (2021). Technologies for education: A practical guide. UNESCO.
Hall, T. (2012). Digital renaissance: The creative potential of narrative technology in education. Creative Education, 3, 96-100.
Halverson, E. R., & Sheridan, K. M. (2014). The maker movement in education. Harvard Educational Review, 84(4), 495-504.
Hartley, J. (2018). Blockchain education and health: Towards a critical ecology of blockchain education and health. Learning, Media and Technology, 43(1), 101-115.
Heffernan, N. T., & Heffernan, C. L. (2014). The ASSISTments ecosystem: Building a platform that brings scientists and teachers together for minimally invasive research on human learning and teaching. International Journal of Artificial Intelligence in Education, 24(4), 470-497.
Honey, M., & Kanter, D. E. (2013). Design, make, play: Growing the next generation of STEM innovators. Routledge.
Horn, M. S., Guo, R., Xu, Z., & Yao, X. (2020). Leveraging 3D printing in STEM education: A review of case studies. Educational Technology Research and Development, 68(3), 1153-1171.
Hsiao, K. F., & Chen, N. S. (2019). Integrating augmented reality and mobile learning into a science curriculum: An empirical study. Interactive Learning Environments, 27(2), 191-206.
Hussin, Anelka Aziz. Education 4.0 Made Simple: Ideas For Teaching. International Journal of Education & Literacy Studies, 2018. ISSN: 2202-9478.
Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
Ifenthaler, D., & Eseryel, D. (2018). Opportunities and challenges for the internet of things in education. In Digital systems for open access to formal and informal learning (pp. 213-234). Springer.
INEP - Instituto Nacional de Estudos e Pesquisas Educacionais. Resumo técnico do Censo da Educação Superior 2020 [recurso eletrônico]. – Brasília: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2022. 78 p.: il. ISBN: 978-65-5801-056-2.
Jaime, J. H.; galán, Y. I. J.; Flores,e. R. Más allá de los procesos de enseñanza-aprendizaje tradicionales: construcción de un recurso didáctico digital. Revista Ibero-americana para La investigación y El desarrollo educativo, Guadalajara, v. 10, n. 20. p. 2020. Disponível em: http://www.scielo.org.mx/pdf/ride/v10n20/2007-7467-ride-10-20-e020.pdf. Acesso em: 09 abr. 2021.
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC/CoSN Horizon Report: 2016 K-12 Edition. The New Media Consortium.
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC/CoSN Horizon Report: 2015 K-12 Edition. The New Media Consortium.
Johnson, W. L., Rickel, J. W., & Lester, J. C. (2000). Animated pedagogical agents: Face-to-face interaction in interactive learning environments. International Journal of Artificial Intelligence in Education, 11(1), 47-78.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in Education and Teaching International, 39(2), 153-162.
Kafai, Y. B., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking, and learning in a digital world. Routledge.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., ... & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
Keats, Derek; schmidt, J. Philipp. The genesis and emergence of Education 3.0 in higher education and its potential for Africa. First Monday, v. 12, n. 3, 5 March 2007.
Keidanren (JAPAN BUSINESS FEDERATION). Toward realization of the new economy and society. 2018. Disponível em: Acesso em: 29 de setembro de 2022.
Keidanren, 2018. Society 5.0: Co-creating the future. Disponível em: < https://www.keidanren.or.jp/en/policy/2018/095.html>. Acesso em: 15 de julho de 2022.
Khanna, R., & Anwer, M. A. (Eds.). (2018). Intelligent environments: Methods, algorithms and applications. CRC Press.
Kim, J. H., & André, E. (2008). Emotion recognition based on physiological changes in music listening. IEEE Transactions on Pattern Analysis and Machine Intelligence, 30(12), 2067-2083.
Kistmann, Virginia Borges. Fuzzy design education: perspectivas para o ensino do design no Brasil e no mundo. In: MORAES, Dijon De; DIAS, Maria Regina Álvares Correia; SALES, Rosemary do Bom Conselho (org.). Cadernos de Estudos Avançados em Design: Educação. Belo Horizonte, MG: EdUEMG, 2021. p. 69–105. E-book. Disponível em: https://issuu.com/editorauemg/docs/2021_cead_educacao. Acesso em: 10 abril. 2022.
Knewton, J., & Kaplan, D. (2016). Adaptive learning: The key to personalized education. Pearson.
Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19(3), 239-264.
Koole, M. (2017). The four-dimensional education: Competencies for the 21st century.
Organization for Economic Co-operation and Development (OECD).
Kovanović, V., Gašević, D., Dawson, S., Joksimović, S., Baker, R. S., & Hatala, M. (2015). Penetrating the black box of time-on-task estimation. In Proceedings of the 5th International Conference on Learning Analytics and Knowledge (pp. 41-50).
Kravcik, M., Mikroyannidis, A., Pammer-Schindler, V., Prilla, M., Ullmann, T. D., & Wild, F. (Eds.). (2021). Adaptive and intelligent systems for collaborative learning support: Next generation digital learning environments. Springer.
Kulkarni, C., Wei, K., Le, H. K., Chia, D., Papadopoulos, K., Cheng, J., & Klemmer, S. R. (2016). Peer and self-assessment in massive online classes. ACM Transactions on Computer-Human Interaction (TOCHI), 23(5), 1-39.
Kwek, K. C., So, H. J., & Chen, L. (2014). The role of robotics in cultivating computational thinking skills: A systematic review. Journal of Educational Technology & Society, 17(2), 5-14.
Lane, H. C., & Yacef, K. (Eds.). (2017). Artificial intelligence in education: Supporting learning through intelligent and socially informed technology. Springer.
Lave, J. (1991). Situated learning in communities of practice. Perspectives on socially shared cognition, 63(1), 63-82.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lee, J., & Hammer, J. (2011). Augmented reality in education and training. TechTrends, 55(2), 12-19.
Lee, M., & Chung, Y. (2020). Internet of Things for Active Learning: A Systematic Review. Journal of Educational Technology & Society, 23(2), 56-73.
Lee, Y. H., & Choi, H. (2020). A systematic review of the factors influencing learners' continuance intention to use mobile learning applications. Computers & Education, 154, 103896.
Li, N., Dillenbourg, P., & Schneider, D. K. (2017). Design for teaching and learning analytics. In Handbook of Learning Analytics (pp. 1-22). Society for Learning Analytics Research.
Lim, J., Kim, M., & Kim, H. (2021). Internet of Things (IoT) in Education: A Systematic Review of Research Trends from 2000 to 2020. Sustainability, 13(5), 2840.
Linn, M. C., Davis, E. A., & Bell, P. (Eds.). (2004). Internet environments for science education. RoutledgeFalmer.
López, E., Navarro, J., & Ramírez, L. (2019). Digital inclusion and active ageing: Analysis of the determinants of ICT use in older adults. Telematics and Informatics, 42, 101253.
Luckin, R. (2018). Enhancing learning and teaching with technology: What the research says. UCL Press.
Manzini, Ezio. Design Schools as Agents of (Sustainable) Change: A Design Labs Network for an Open Design Program. In: International Symposium for Design Education Researchers, 1, 2011, Paris, França. Researching Design Education: Symposium Proceedings.Aalto, Finland: Cumulus Association/Design Research Society – DRS, 2011. p. 9-16.
Martínez-Monés, A., Dimitriadis, Y., & Villagrá-Sobrino, S. (2015). Adaptive learning analytics. Journal of Educational Technology & Society, 18(3), 3-9.
Messias, Glaucio et al. Education 4.0 and 21st Century Skills: A Case Study with Robotics Activities in Classroom. Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação - SBIE), [S.l.], p. 715, out. 2018. Disponível em: . Acesso em: 20 julho 2022.
Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, 77(12), 1321-1329.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.
Nunez, D., & Alves, G. R. (2017). Simulated experiences and scientific learning in the teaching of biology. In Handbook of Research on Science Education and University Outreach as a Tool for Regional Development (pp. 273-293). IGI Global.
Oliveira, R. A. C., & Ramalho, G. (2020). Digital literacy, social media, and the internet: Exploring their interconnections and implications for lifelong learning. International Journal of Lifelong Education, 39(6), 674-692.
Palaigeorgiou, G. E., & Iliadis, L. S. (Eds.). (2018). Internet of Things in education: Innovations and future challenges. Springer.
Papanikolaou, K. A., Grigoriadou, M., Magoulas, G. D., & Kornilakis, H. (2003). Personalized educational hypermedia: The case of INSPIRE. User Modeling and User-Adapted Interaction, 13(3-4), 213-267.
Papert, S. (1993). Mindstorms: Children, computers, and powerful ideas. Basic Books.
Pekrun, R., & Linnenbrink-Garcia, L. (2014). International handbook of emotions in education. Routledge.
Pérez-López, S., Pardo, A., Kloos, C. D., & Herrera-Viedma, E. (2021). Integration of Internet of Things Devices and Smart Learning Objects in Virtual Learning Environments. International Journal of Environmental Research and Public Health, 18(12), 6485.
Peters, G. W., & Panayi, E. (2016). Understanding modern banking ledgers through blockchain technologies: Future of transaction processing and smart contracts on the internet of money. In Banking Beyond Banks and Money (pp. 239-278). Springer.
Picard, R. W. (1995). Affective computing. MIT Media Laboratory Perceptual Computing Section Technical Report No. 321.
Poggenpohl, Sharon Helmer. Envisioning a Future Design Education: an Introduction. Visible Language, v. 46, n. 1/2, p. 8-18, 2012.
Prensky, M. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Corwin Press.
Pretto, N. L.; avanzo, H. Educação e arquitetura na era digital: um estudo sobre a expansão das instituições federais de ensino superior em Barreiras, Bahia. Revista Espaço Pedagógico, Passo Fundo, v. 25, n. 1, p. 190-202. 2018. Disponível em: https://repositorio.ufba.br/ri/bitstream/ri/25939/1/2018_01PrettoAvanzoArqEspacoPedagogico8039-25473-1-PB.pdf. Acesso em: 03 abr. 2023.
Prieto, L. P., Martínez-Monés, A., Dimitriadis, Y., Asensio-Pérez, J. I., & Jorrín-Abellán, I. M. (2011). ICOPER Analytics: A system for visualizing and managing learning designs and their analytics. Computers & Education, 57(3), 2050-2060.
Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press.
Rheingold, H. (2014). Net smart: How to thrive online. MIT Press.
Roll, I., Baker, R. S., Aleven, V., McLaren, B. M., & Koedinger, K. R. (2011). Advancing the state of the art in ITS research and development: A summary of the 3rd International Workshop on Intelligent Tutoring Systems Authoring Tools (ITS-AT). International Journal of Artificial Intelligence in Education, 21(1-2), 5-19.
Romero, C., & Ventura, S. (2013). Data mining in education. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 3(1), 12-27.
Rose, C. P. (2021). The promise and peril of artificial intelligence in education. Harvard University Press.
Rusk, N., Resnick, M., Berg, R., & Pezalla-Granlund, M. (2008). New pathways into robotics: Strategies for broadening participation. Journal of Science Education and Technology, 17(1), 59-69.
Salmon, G., & White, N. (2019). Is it time to BLOCKCHAIN education? British Journal of Educational Technology, 50(1), 3-5.
Sampson, D. G., Ifenthaler, D., Spector, J. M., & Isaias, P. (Eds.). (2021). Emerging Technologies for Education: First International Symposium, SETE 2016, Athens, Greece, October 26-29, 2016, Revised Selected Papers. Springer.
Sánchez, J., Blanco, Á., Rodríguez, J., & Serradell-López, E. (2019). Digital competence, digital literacy, and employability in higher education: The role of e-learning acceptance. Education Sciences, 9(3), 234.
Santos Neto, E.; FRANCO, E. S. Os professores e os desafios pedagógicos diante das novas gerações: considerações sobre o presente e o futuro. 2010. Disponível em: https://repositorio.bc.ufg.br/handle/ri/19074. Acesso em: 08 abr 2023.
Schwab, Klaus. A 4ª Revolução Industrial. São Paulo: Edipro, 2016. Tradução de Daniel Moreira Miranda.
Selwyn, N. (2016). Education and technology: Key issues and debates. Bloomsbury Publishing.
Shum, S. B., & Ferguson, R. (2012). Social learning analytics. Educational Technology & Society, 15(3), 3-26.
Shute, V. J., & Ke, F. (Eds.). (2012). Games and simulations in online learning: Research and development frameworks. IGI Global.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Siemens, G., & Baker, R. S. (Eds.). (2012). Learning analytics and educational data mining: Towards communication and collaboration. Springer.
Siemens, G., & Baker, R. S. (Eds.). (2019). Educational data mining and learning analytics: Applications to constructionist research. Routledge.
Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE Review, 46(5), 30-32.
Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. University of Manitoba.
Silveira, André L. M. Silveira; BERTONI, Cristopher F.; RIBEIRO, Vinícius G. Ribeiro. Premissas para o ensino Superior do Design. Revista Design e Tecnologia, 1-10 p, 2016.
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
Soleymani, M., Garcia, D., Jou, B., Schuller, B., & Chang, S. F. (2017). A survey of multimodal sentiment analysis. Image and Vision Computing, 65, 3-14.
Solvberg, I. T., & Saebo, O. (2019). Technology in Education: Challenges and Opportunities. In Encyclopedia of Education and Information Technologies.
Spector, J. M., Merrill, M. D., Elen, J., & Bishop, M. J. (2014). Handbook of research on educational communications and technology. Springer.
Squire, K., & Jenkins, H. (2012). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.
Straus, W; Howe, N. The Cycle of Generations. American Demographics, vol. 13, No. 4, 1991.
Suler, J. (2016). The online disinhibition effect. In The Oxford handbook of media psychology (pp. 99-121). Oxford University Press.
Swan, M. (2015). Blockchain: Blueprint for a new economy. O'Reilly Media.
Tapscott, D., & Tapscott, A. (2016). Blockchain revolution: How the technology behind bitcoin is changing money, business, and the world. Penguin.
Trescak, T., & Trescakova, E. (2020). Internet of Things in Education: A Systematic Literature Review and Future Perspectives. International Journal of Emerging Technologies in Learning, 15(21), 204-221.
UNESCO. Transformações e inovações digitais no Brasil, 2020. Disponível em: "https://pt.unesco.org/fieldoffice/brasilia/expertise/digital-transformation-brazil". Acesso em 10 de junho de 2022.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197-221.
Veletsianos, G., & Navarrete, C. C. (2020). Online social networks as formal learning environments: Learner experiences and activities. The Internet and Higher Education, 45, 100722.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wagh, A. K., & Adhikari, R. R. (Eds.). (2020). Internet of things in education: Theory, technologies, applications, and practices. CRC Press.
Warschauer, M. (2019). Technology and social inclusion: Rethinking the digital divide. MIT Press.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in a landscape of practice: A framework. Routledge.
Whitelock, D., & Watt, S. (2019). Learning analytics in higher education: A review of UK and international practice. Higher Education Academy.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
Zeadally, S., Siddiqui, F., Baig, Z., & Gupta, B. B. (Eds.). (2021). Internet of Things (IoT) for Remote Online Laboratories: Challenges and Applications. CRC Press.
Apontamentos
- Não há apontamentos.