Through the widespread use of the Internet, WebQuest has become one of the popular techniques in a variety of fields of science and arts for teaching different age groups and levels. This study is conducted to research the effectiveness of this approach in English language learning and to determine possible problems in its implementation. Thus, the purpose of this study is to design, develop, and implement this new approach and to evaluate the learners&rsquo / experiences with it. The participants of this study were the students of a preparatory school at a state university. Twenty-five learners participated in this study. In line with the scope of the research, a WebQuest site was designed which require learners to complete a task related to the curriculum and learning objectives of their English courses. Both qualitative and quantitative techniques were employed to assess the learner perceptions about the WebQuest site design, the steps of the process, group work, and the contribution of the application to language learning. According to the findings of this study, participants appreciated the WebQuest approach and they provided important suggestions for future applications.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to investigate whether the implementation of activities based on hybrid education contribute to the qualifications of history teaching and learning in high school. Initially, an approach to history teaching over time reaching the present time, marked by the use of technology was made. In this context, it addresses the Hybrid Education, set of practices that seek to reconcile the use of digital technologies to the space of the traditional classroom. From this, it sought to organize activities informed the concepts of hybrid education, which were applied in groups 3º1 and 3º 3 High School State Institute of Education Teacher Annes Dias - Cruz Alta. Two models were developed: Reversed Classroom and rotation for seasons These activities were put in place having as a guiding principle of a Research Methodology Qualitative because not sought evidence closed data by numbers, but reflections from the observations made in classroom. The analysis served to verify that there really is a qualitative potential in the hybrid model, in that there was greater involvement of students, as well as enhancement of the teaching-learning process. However, there are still some limitations with regard to access to technology in schools, lack of teacher training in the use of digital resources and attachment of many students to the traditional teaching model, based on the teacher's idea as the center of the teaching process and learning. / Este trabalho tem como finalidade investigar se a implementação de atividades baseadas no Ensino Híbrido contribuem para a qualificação do ensino-aprendizagem de história no Ensino Médio. Inicialmente, foi feita uma abordagem do ensino de história ao longo tempo chegando ao momento atual, marcado pelo uso das tecnologias. Nesse contexto, aborda-se o Ensino Híbrido, conjunto de práticas que buscam conciliar o uso das tecnologias digitais ao espaço da sala de aula tradicional. A partir disso, buscou-se organizar atividades embasadas nos conceitos do Ensino Híbrido, as quais foram aplicadas nas turmas 3º 1 e 3º 3 do Ensino Médio do Instituto Estadual de Educação Professor Annes Dias de Cruz Alta. Dois modelos foram desenvolvidos: Sala de Aula Invertida e Rotação por estações Estas atividades foram colocadas em prática tendo como princípio norteador a de uma Metodologia de Pesquisa Qualitativa, pois não buscou evidenciar dados fechados através de números, mas sim reflexões a partir das observações feitas em sala de aula. As análises serviram para verificar que realmente existe um potencial qualitativo no modelo híbrido, na medida em que houve maior envolvimento dos estudantes, bem como, potencialização do processo de ensino-aprendizagem. Contudo, ainda existem alguns limites no que diz respeito ao acesso às tecnologias nas escolas, falta de capacitação de professores no uso dos recursos digitais e apego de muitos alunos ao modelo tradicional de ensino, baseado na ideia do professor como o centro do processo de ensino e aprendizagem.

Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.