This qualitative study examines expert instructors’ lived experienced with online pedagogy in order to (1) understand how teaching in a virtual environment influences pedagogical style, academic identity and student-instructor interactions and (2) to explore how the virtual teaching experience evolves as faculty continue to teach online. None of the existing empirical research has focused on accomplished instructors’ online teaching experiences and, as a result, there is very little information concerning how to sustain faculty approval, retain skilled instructors, provide adequate online teaching support and maintain a successful online learning enterprise over time (Coppola, et al., 2002; Bolliger & Wasilik, 2009; Betts, 2014). Using a constructivist design, this study employed interviews and content analysis techniques to explore the following research questions: 1) What challenges do experienced online faculty face when they teach in the virtual learning environment? 2) What new challenges have emerged as a result of their continued online teaching experience? 3) How do experienced instructors approach and address these challenges? Thirty-one self-identified experienced online instructors from across the nation and a variety of institutions participated. Findings show that continued online teaching experience has a profound impact on the way instructors perceive their pedagogical practice, their place in the academy and their role in students’ online learning experiences. The online environment presents instructors with a multitude of challenges. These challenges are complex and involve pedagogical issues as well as philosophical dilemmas that force instructors to reconsider their assumptions about teaching, learning and authority in the classroom. Wrestling with these issues puts instructors in a vulnerable position as they search for pragmatic solutions and simultaneously renegotiate their long-held academic assumptions and beliefs. The practical and philosophical challenges instructors experience in regards to their developing digital pedagogical practice, their changing relationship with students, and their evolving online academic identity are discussed as well as findings related to vulnerability in the online environment. Implications for online faculty development, limitations and areas for improvement are also considered.

This master‟s thesis is part of LP1 Formation, Knowledge and Professional Development research line from the Graduate Program in Education of the Federal University of Santa Maria, aiming at understanding the influences of digital pedagogical ambience in learning of teaching and in the production of digital didactic choreographies of elementary school teachers. The master‟s thesis unfolds in the following specific objectives: a) to know the configuration of digital pedagogical ambience in the context of first years of elementary school in a basic education school; b) to identify how teachers organize their pedagogical practices using digital technologies; c) to recognize how teachers manifest technological pedagogical knowledge. This study adopts a qualitative approach of sociocultural nature as its methodology, with narrative interviews, contributing to the elucidation of the proposed theme. Results demonstrate that the school researched is promoting a digital pedagogical ambience through a computer laboratory, properly maintained and available to all teachers and students; teaching training about the operational system LINUX and tools and applications; assistance and guidance from a technologically fluent teacher, who is responsible for the laboratory; and that this space is already part of the school culture. Teachers redefied themselves through reflections on their practices, sharing with peers and through the appropriation of technological pedagogical knowledge. Therewith, they include activities involving technology in their pedagogical practices, making the identification development of the four levels of didactic choreographies possible: anticipation, scene placement, learning basic model and student learning product. / Esta dissertação insere-se na LP1 - linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, tendo como objetivo geral compreender quais as influências da ambiência pedagógica digital na aprendizagem da docência e na produção de coreografias didáticas digitais nos anos iniciais do ensino fundamental. Desdobra-se nos seguintes objetivos específicos: a) conhecer a configuração da ambiência pedagógica digital no contexto dos anos iniciais do ensino fundamental em uma escola de educação básica; b) identificar como as professoras organizam sua dinâmica pedagógica com a utilização das tecnologias digitais; c) reconhecer como as professoras manifestam os saberes pedagógicos tecnológicos. Teve como metodologia a abordagem qualitativa de cunho sociocultural com entrevistas narrativas, contribuindo para a elucidação do tema proposto. Os resultados demonstram que a escola pesquisada é promovedora de uma ambiência pedagógica digital, por meio de um laboratório de informática, devidamente mantido e disponível a todos os professores e alunos; formação docente sobre o programa operacional LINUX e ferramentas e aplicativos; auxílio e orientação de um professor responsável pelo laboratório com fluência tecnológica; e que esse espaço já faz parte da cultura escolar. Os professores se reconstruíram por meio de reflexões sobre as suas práticas, compartilhamento entre pares e por meio da apropriação dos saberes pedagógicos tecnológicos. Com isso, incluem no trabalho pedagógico atividades envolvendo as tecnologias, tornando possível a identificação do desenvolvimento dos quatro níveis das coreografias didáticas: antecipação, a colocação em cena; o modelo base da aprendizagem e o produto da aprendizagem do estudante.

Made available in DSpace on 2016-04-27T14:30:59Z (GMT). No. of bitstreams: 1 Gilda Inez Pereira Piorino.pdf: 4878561 bytes, checksum: 7f5eefaf2ab92406b5bcf0a9d262cf49 (MD5) Previous issue date: 2012-06-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis shows that the training of teachers from a school that participates in the One Computer per Student UCA Project (Projeto Um Computador por Aluno Projeto UCA) allows the development of digital-pedagogical competencies. It also intends to provide the understanding of the concept of digital-pedagogical competencies, offering contributions to the development of theories which may deal with the levels that characterize the evolution process of the teacher s technological and pedagogical appropriation, considering other already existent theories that are related to the appropriation of technologies. For that, an investigation was carried out at the school EE Antonio Carlos Ferreira Nobre, São Paulo, whose teachers took part in the second phase of the UCA Project. This phase involves the implementation of educational laptops in public schools for the use of both students and teachers, and the training of teachers so they can use this technology and the infrastructure to access wireless Internet, bringing to the schools new concepts related to mobile technology. Pontific Catholic University of São Paulo (PUCSP Pontíficia Universidade Católica de São Paulo) was responsible for the teachers training. Considering the assumption that the laptop s pedagogical appropriation is connected to technological appropriation, in a competent and conscious way, the research s theory includes the concepts of technological appropriation, competencies, and consciousness. These are also used as categories for the study that aims to identify the teachers advances regarding the educational laptop pedagogical appropriation. There is also the assumption that the levels of the laptop s pedagogical appropriation are associated with these categories, to a lower or higher degree. The identification of the teachers technological and pedagogical difficulties during the training process that took place at the school EE Antonio Carlos Ferreira Nobre led the trainers to establish new strategies for the course s development. These included workshops regarding themes directly related to the teachers needs concerning the activities done with the laptop, so to increase these teachers consciousness level. The observations of the initial stages of the training process and of the workshops developed allowed for an understanding of the challenge faced by the teachers when they had to deal with this new technology, in addition to their difficulties, and the values and meanings attributed by these teachers. This knowledge guided the next steps in the training process so the teachers could appropriate the technologies, developing new and diverse competencies for the execution of their pedagogical practices. The identification of the teachers advances regarding the laptop s pedagogical and technological appropriation was analyzed based on the theories about appropriation development proposed by Sandholtz, Ringstaff and Dwyer (1997);on the studies by Borges (2009) regarding technological appropriation (emphasizing her conclusions about the impact caused by the emotional aspects on this appropriation s development); and on the digital competencies model created by Krumsvik (2008), which was produced with the intention of confirming the direct relation among the categories appropriation, consciousness and competencies. In order to enrich the reflection, a dialogue was created with theorists and specialists who emphasize the importance of the teacher s training occurring in a constructive and contextualized situation along with the consciousness of the people who took part in the project, such as Freire (1983), Valente (1999), Almeida (2004),and Prado (1996). The studies that were carried out by the PUCSP s team, who was responsible for the training, allowed the conclusion that the strategies added to the training s initial methodology permitted the teacher s grasping of consciousness and somehow the customization of the course according to the class s profile, respecting each teacher s way of learning. The technological and pedagogical appropriation of the laptop is currently in process, and tends to proceed since, as the course progresses, this has created opportunities for the teachers to reflect on the teaching and learning processes concerning the laptop and to develop new levels of competencies. At the end of the course, the PUCSP team introduced a support plan for the teacher that will allow the training process to continue. Even though the students were not the subjects of the research, the investigation also allowed the comparison between the students and the teacher s technological appropriation processes, permitting the observation of a digital gap between them which is becoming smaller as the teachers reach higher levels of technology pedagogical appropriation, developing the digital-pedagogical competency, whose concept was introduced and analyzed during this research / Esta tese tem como objetivo mostrar que a formação dos professores de uma escola que participa do Projeto Um Computador por Aluno Projeto UCA possibilita o desenvolvimento de competências pedagógico-digitais. Visa, também, compreender o conceito de competência pedagógico-digital, oferecendo subsídios ao desenvolvimento de teorias que pressuponham níveis que caracterizem o processo de evolução da apropriação tecnológica e pedagógica do professor, considerando outras já existentes e que dizem respeito à apropriação de tecnologias. Para isto, foi realizada uma pesquisa na EE Antonio Carlos Ferreira Nobre, São Paulo, cujos professores participam da 2ª Fase do Projeto UCA, que prevê a implantação de laptops educacionais nas escolas públicas, para uso de professores e alunos, formação para o uso desta tecnologia e infraestrutura para acesso à internet sem fio, introduzindo na escola novos conceitos relacionados à tecnologia móvel, entre outros. A formação desses professores coube à Pontifícia Universidade Católica de São Paulo. Considerando o pressuposto de que a apropriação pedagógica do laptop está vinculada à apropriação da tecnologia em uso, de modo consciente e competente, o aporte teórico que embasa a tese inclui os conceitos de apropriação tecnológica, competências e conscientização, os quais também assumem o caráter de categorias para a pesquisa que visa identificar os avanços dos professores em relação à apropriação pedagógica do laptop educacional. Tem-se como pressuposto que os níveis de apropriação pedagógica do laptop educacional estão associados à presença, em menor ou maior grau, dessas categorias. A identificação das dificuldades tecnológicas e pedagógicas dos professores, durante as ações de formação dos professores da EE Antonio Carlos Ferreira Nobre, levou os formadores a utilizarem novas estratégias para o desenvolvimento do curso, inclusive oficinas sobre temas diretamente relacionados às necessidades dos docentes para a execução de atividades com o laptop, potencializando a conscientização dos docentes. O acompanhamento da formação inicial prevista e das Oficinas permitiu compreender o desafio de como os professores recebem essas novidades, suas dificuldades, os valores e sentidos implicados para o sujeito professor e, com isso, os caminhos percorridos para se apropriarem das tecnologias, desenvolvendo novas e diversificadas competências para a execução de sua prática. A identificação dos avanços dos professores, em relação à apropriação tecnológica e pedagógica do laptop, foi analisada com base no modelo de evolução da apropriação desenvolvido por Sandholtz, Ringstaff, Dwyer (1997), nos estudos de Borges (2009) sobre apropriação tecnológica, enfatizando, sobretudo, suas conclusões sobre o impacto do aspecto emocional para a evolução desta apropriação, e no modelo de competências digitais elaborado por Krumsvik (2008), com o objetivo de ratificar a relação direta entre as categorias apropriação, conscientização e competências. Com o objetivo de enriquecer a reflexão, foi estabelecido um diálogo com teóricos e estudiosos que enfatizam a importância de a formação do professor ocorrer na perspectiva construcionista e contextualizada, com conscientização por parte dos sujeitos envolvidos, tais como, Freire (1983), Valente (1999), Almeida (2004) e Prado (1996). Os estudos realizados permitiram concluir que as estratégias acrescentadas à metodologia inicial do curso de formação, criadas pela equipe deformação da PUCSP, estão possibilitando a conscientização do professor e, de algum modo, a personalização do curso conforme o perfil da turma, respeitando o modo de aprender de cada professor. A apropriação tecnológica e pedagógica do laptop está em processo e tende a continuar, pois à medida que o curso avança, permitindo ao professor refletir sobre os processos de ensinar e aprender com o laptop, novas competências são desenvolvidas pelos mesmos. Ao término do curso, a PUCSP introduziu um Plano de Sustentação e Apoio ao docente que possibilitará a continuidade do projeto na escola, independente das ações externas de formação. Ainda que os alunos não tenham sido objeto da pesquisa, a investigação permitiu, também, realizar um comparativo entre os processos de apropriação tecnológica de professores e alunos, concluindo que as brechas digitais entre eles diminuem à medida que o professor avança em níveis de apropriação pedagógica das tecnologias, desenvolvendo a competência pedagógico-digital, cujo conceito foi introduzido e analisado neste trabalho