Palavras-chave
Cultural affordances. Instructor education.
Como Citar
Resumo
This experience report describes one student’s perspective about being a part of the first CAPES/FIPSE exchange session that brought her to study at Universidade Estadual de Campinas (UNICAMP) in Brazil from Utah State University (USU) in the United States. In June and July 2010, this student joined two other university students to present the CAPES/FIPSE project and the related math learning objects at four schools in Campinas. This article provides an overview of the project and offers this student’s thoughts about possible reasons for the instructors’ immediate responses and future plans with the digital learning objects.
Referências
AMIEL, T.; SQUIRES, J.; OREY, M. Four strategies for designing instruction for diverse cultures. Educational Technology Magazine: The Magazine for Managers of Change in Education, n. 6, v. 49, p. 28-34, 2009.
ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVELOPMENT. Understanding by Design Professional Development Workbook. 2004. Disponível em: http://www.ascd.org/ASCD/pdf/books/mctighe2004_intro.pdf. Acesso em: set. 2010.
MUFFOLETTO, M. USU-developed virtual math tutoring aiding students worldwide. Utah State Today – University News, 8 mar. 2007. Disponível em: http://www.usu.edu/ust/index.cfm?article=13838. Acesso em: set. 2010.
NATIONAL LIBRARY OF VIRTUAL MANIPULATIVES. Disponível em www.proativa.virtual.ufc.br/manipulatives/nav/manipulativos.html (Brazilian Portuguese); http://nlvm.usu.edu/ (English). Acesso em: set. 2010.
SALOMON, G. Technology and pedagogy: why don’t we see the promised revolution? Educational Technology, mar./abr., p. 71-75, 2002.
WARSCHAUER, M. Reconceptualizing the digital divide. First Monday, v. 7, n. 7, jul. 2002. Disponível em:
http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/967/888. Acesso em: set. 2010
A ETD - Educação Temática Digital utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto.
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