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Facebook and Moodle as Classroom Extensions: Integrating Digital Technologies in the Curriculum
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Author(s): Nuria Pons Vilardell Camas (Federal University of Paraná, Brazil), Neli Maria Mengalli (Catholic University of São Paulo, Brazil), Maysa Brum Bueno (Catholic University of Dom Bosco, Brazil), Renata Aquino Ribeiro (Federal University of Ceará, Brazil)and Monica Mandaji (Paulista University of São Paulo, Brazil)
Copyright: 2015
Pages: 19
Source title:
Implications of Social Media Use in Personal and Professional Settings
Source Author(s)/Editor(s): Vladlena Benson (Kingston Business School, Kingston University, UK)and Stephanie Morgan (Kingston Business School, Kingston University, UK)
DOI: 10.4018/978-1-4666-7401-1.ch008
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Abstract
This chapter analyses how autonomy, collaboration, and cooperation are built in a class designed to use digital technologies for a teacher development syllabus. For the purpose of this chapter, data was collected using an empirical-qualitative approach through active observation in participative action, using a questionnaire and Moodle e-portfolio that addressed learning in several virtual tools including Facebook. The final analysis demonstrates that it is possible to understand the autonomous and collaborative teaching and learning process when online tools such as social networks are used, and it is also possible to determine students' participation through authorship. However, such acknowledgment requires that participants be prepared in terms of methodology, including teachers, and have the means to consider accepting new ways of teaching through the cooperation enabled by social networks and virtual learning environments.
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