INTEGRAÇÃO DE TECNOLOGIAS PEDAGÓGICAS INOVADORAS NOS PROGRAMAS DE FORMAÇÃO EM EDUCAÇÃO DE INFÂNCIA:

UMA ANÁLISE COMPARATIVA

Autores

DOI:

https://doi.org/10.18316/rcd.v16i41.11551

Palavras-chave:

Professores do ensino pré-escolar, Educação, Digitalização, Inteligência artificial, Abordagens pedagógicas inovadoras

Resumo

O objetivo deste estudo é analisar a integração de tecnologias pedagógicas inovadoras nos programas de formação da educação pré-escolar, centrando-se na aprendizagem baseada no jogo, na aprendizagem baseada em projectos, na realidade aumentada e na realidade virtual e nas ferramentas alimentadas por IA. A análise comparativa tem como objetivo revelar os pontos fortes, os desafios e as oportunidades únicos associados a cada abordagem. O estudo utiliza uma abordagem sistemática, recorrendo a diversa literatura científica, incluindo artigos, documentos de conferências e livros. Através da análise de conteúdo, o documento identifica temas-chave, quadros teóricos e estratégias de implementação, seguidos de uma análise crítica dos pontos fortes e das limitações. Os resultados revelam pontos fortes distintos: a aprendizagem baseada no jogo destaca-se no desenvolvimento holístico, a aprendizagem baseada em projectos nas competências do mundo real, a AR/VR em experiências imersivas e as ferramentas alimentadas por IA na aprendizagem personalizada. Os desafios incluem a dependência de orientação na aprendizagem baseada em jogos, níveis de envolvimento variáveis na aprendizagem baseada em projectos, intensidade de recursos em AR/VR e considerações éticas em ferramentas alimentadas por IA. Surgem oportunidades para fomentar a criatividade através da aprendizagem baseada em jogos, incentivar o pensamento crítico na aprendizagem baseada em projectos, proporcionar simulações realistas com AR/VR e oferecer experiências de aprendizagem adaptáveis com ferramentas alimentadas por IA. Em conclusão, o estudo sublinha o imenso potencial da integração das tecnologias nos programas de formação. Defende o estabelecimento de normas nacionais, a formação abrangente de professores, a facilitação de recursos e a colaboração internacional.

Biografia do Autor

Ruslana Naida, The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

Liudmyla Berezovska, The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

Olena Bulgakova, The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

Nadiia Kravets, Vasyl Stefanyk Precarpathian National University Str S. Bandera 1., Ivano-Frankivsk, Ukraine

Vasyl Stefanyk Precarpathian National University Str S. Bandera 1., Ivano-Frankivsk, Ukraine

Mariia Savchenkova, The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

The State institution "South Ukrainian National Pedagogical University named after K. D. Ushynsky" Str. Staroportofrankivska, 26, Odessa, Ukraine

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2024-03-07

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