Este artículo presenta los resultados de una revisión sistemática de la literatura (RSL) con el objetivo de entender cómo la cultura maker ha sido implementada en los contextos educativos. La cultura maker manifiesta la idea que cualquier persona es capaz de construir y crear sus propios objetos a partir de herramientas tecnológicas. Por eso, se ha despertado el interés de los educadores ya que permite proporcionar a los estudiantes la posibilidad de asociar los contenidos curriculares con la práctica, de esta forma, los estudiantes se tornan protagonistas de su conocimiento. Protocolo de la RSL para responder las interrogantes de la investigación: ¿Que infraestructura y herramientas están siendo utilizadas? ¿Cuales son las estrategias más utilizadas? ¿Cuales son las principales ventajas y desventajas? Las experiencias educativas acontecen , principalmente, en espacios escolares y en los llamados FabLabs. La impresora 3D y los kits de arduinos son las herramientas más utilizadas. La metodología de enseñar basada en proyectos es la más usada. La principal ventaja recae en el fomento del trabajo cooperativo y colaborativo y las desventajas más significativas actúan en la falta de estructura y en la formación de los profesores para ejercer el enseño en el contexto innovador exigido por una ecología del aprendizaje inherente a la Sociedad de la Información en la que vivimos. Las experiencias educativas makers son vivencias que van más allá de las paredes del salon de clases y empoderan a los jóvenes, dándole la oportunidad para que sean constructores y transformadores de sus propias realidades. This article presents the results of a Systematic Literature Review (SLR) conducted to explore how maker culture has been implemented in educational contexts. Maker culture draws on the idea that anyone can build and create their objects from technological artefacts. Therefore, maker culture has increased educators' interest in providing students with the possibility of associating curricular content with practices to make students protagonists in the construction of their knowledge. The SLR protocol was used to respond to three research questions: What infrastructures and tools are most used? Which methodologies are most used? What are the main advantages and disadvantages? Educational experiences occur, above all, in school spaces and the so-called FabLabs. The 3D printer and the arduino kit are the most used tools. Project-based learning is the most used methodology. The main advantage lies in fostering cooperative and collaborative work. The most significant disadvantages are the lack of infrastructure and of specific teacher training programs through which to approach the innovative learning ecologies typical of the Information Society in which we live. Maker educational practices are experiences that go beyond the classroom walls. These practices empower young people, giving them time and voice to be builders and transformers of their realities.

A Competência Digital dos educadores e professores é cada vez mais convocada para a renovação das práticas educativas, pelo que urge preparar futuros docentes para uma escola integrada na sociedade digital. Este estudo tem como propósito conhecer a opinião de futuros docentes relativamente aos seus saberes e uso de tecnologias educativas nas práticas educativas para identificar fatores inibidores e propulsores do uso de tecnologia digital. O presente artigo surge no âmbito do Projeto IFITIC que tem como objetivo repensar a prática educativa com TIC na formação inicial de futuros docentes de modo a promover a renovação metodológica na Educação Pré-escolar e no 1.º e 2.º Ciclos do Ensino Básico. Trata-se de um estudo quantiqualitativo cujos dados foram recolhidos através de inquérito por questionário, no ano letivo de 2017/2018, com questões abertas e fechadas, aplicado em três instituições de Ensino Superior Público, responsáveis pela formação inicial docentes, duas do Norte de Portugal e uma do Norte de Espanha. Neste artigo, tratamos alguns dados relativos a 111 estudantes portugueses em formação inicial de professores, recorrendo a uma abordagem estatística descritiva. A informação obtida permite-nos concluir que existem fatores que inibem a integração de recursos digitais nas práticas educativas e outros impulsores de tais práticas. Esperámos contribuir para uma reflexão sobre o uso das TIC na formação inicial docente.

The e-learning in Brazil has shown such intense development followed by its problems. Obstacles in the teaching learning permeate, among others, the use of virtual environments, production of teaching materials, pedagogical mediation, where the tutor has responsibility in these factors. In order to combine the use of technology with the nature of the pedagogical dimension, this theoretical essay discusses the concept of pedagogical usability from existing problems and presents explanations about the dimensions and criteria present in the literature.

Knowing that the Internet has opened doors to information and to the possibility of ubiquitous communication, there is now a need to review ways of teaching and learning. Learning to learn assumes a significant predominance in the methodological design due to the centrality of the student in the learning process. In this sense, this study aims to understand the approach “Made by them to them: the students in the learning process” in early childhood, assuming that it 1) activates prior knowledge; 2) promotes personal and collaborative efforts in the construction of the didactic resource; 3) creates emotion in the learning process. This is a multiple case study in different educational contexts and levels whose data collection was carried out by analyzing reflective narratives carried out by intern students from higher education institutions in public and private institutions. The results suggest that this approach, in addition to activating prior knowledge that is important for the construction of a robust structure of knowledge and significantly involving children in an emotional process of well-being, stimulates the natural articulation of knowledge in an inclusive environment. We conclude that situated and contextualized learning in a growing process of child involvement facilitates the understanding of reality and promotes inclusion and the construction of complex thoughts.

LITERACIA DIGITAL E LITERACIA INFORMACIONAL: breve análise dos conceitos a partir de uma revisão sistemática de literatura

A project is being conducted in English as a foreign language (EFL), involving eleventh graders in formal and non-formal learning contexts, in a Portuguese high school.The goal of this study is to examine the impact of cognitive tools and higher-order thinking processes on the learning of EFL and achievement of larger processes oriented to action, involving problem solving, decision-making and creation of new products. YouTube videos emerge as cognitive tools in the process. Final results show major differences concerning learners’ achievements. Learners have developed higher-order processes oriented to action, in particular their ability to learn, to transfer the skills developed to different contexts and apply them effectively in EFL communicative situations. This paper discusses: a) major theories that support the integration of cognitive tools and thinking processes within the curriculum, focussing on the English language learning; b) some of the activities and materials; c) the final findings.