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For Vilson Martins Filho, it is necessary to include the teacher as a fundamental part of the adoption of educational technologies in the classroom
In May, the Federal Institute of Pernambuco (IFPE) hosted the 3rd World Forum on Vocational and Technological Education (FMEPT), collectively built by more than 100 entities with the objective of supporting the movement for the universal right to education, an event that It had the participation of TI Teltec Solutions, a company from Santa Catarina responsible for showing a technological update project in this forum.
In a special interview for the ABES Portal, the executive coordinator of Teltec Solutions, Vilson Martins Filho, addressed the new teaching and learning paradigms facing the teaching activity in the context of the use of ICTs. Martins is responsible for the development of TISA Educação 3.0, a solution for training teachers to use digital tools in the classroom.
The company's innovative vision has yielded much fruit for educational institutions and international recognition for Teltec Solutions, elected by Cisco Systems as the Innovator Partner of the Year in Americas. The design of solutions combined with teacher training has provided innovative scenarios for educational institutions in Brazil.
According to the coordinator, after consolidating itself as a technology supplier for the segment, Teltec Solutions now seeks to contribute to the construction of new pedagogical models in this scenario and to the creation of a more human, collaborative and, mainly sustainable. Check out the interview:
– In your opinion, what is the stage of development of technology applied to education in Brazil?
Brazil presents an interesting scenario, but there is a cultural gap that separates teachers and students. Regarding connectivity, data from the Internet Steering Committee in Brazil and the Todos pela Educação portal show that about 75% of students access the Internet at home and that at least 25% took some type of online course to solve their doubts. This means that the trend is that students are developing autonomy to manage the self-learning process, consuming more and more information and relevant content to solve doubts, by consulting different knowledge repositories.
From the teachers' point of view, 31.8% still do not feel confident to use information and communication technologies in the classroom and 24% do not find relevant content for their educational context. Another interesting fact is that 20% teachers do not use technology because they understand that preparing for the learning moment requires too much time. The resulting trend has one word: training. More than 31% of teachers say they want more specific training to work on teaching and learning concepts in the classroom.
It is not enough just to replicate technologies and facilitate access to information networks, it is necessary to include the teacher as a fundamental part of the adoption of educational technologies in the classroom. Educational management, the classroom moment, the social expectations of parents and companies must be sensitive to the skills and competences of the 21st century, in which entrepreneurship focused on innovation is the main vector of development and sustainability.
It is essential, together with investment in infrastructure, to define key elements for the development of the educational ecosystem, considering teachers, students, content, platforms, assessment systems, learning networks, institutional partnerships between school, university and companies, basic research and applied research . This is the new paradigm in Brazil. We have a lot to develop in terms of educational quality and great opportunities for development, but we need to act in synergy with the different talents we have, taking advantage of the best international practices, without losing sight of the classroom context.
– What were the main innovations presented at the Professional and Technological Education Forum?
Among all the projects and applications presented, the innovations developed by the network of Federal Institutes of Education stand out. The main highlight is the research centers that have integrated regional needs with high-performance and impact technologies. The topics ranged from the georeferencing of dengue, food products made from exotic caatinga fruits, packaging with anti-microbacterial function, electric tricycle for irrigation automation and even a heated pan that uses solar energy. These cases and many others make use of the infrastructure expansion base of digital technologies in the unfolding of innovations, incremental, radical and even disruptive.
– What are Teltec's main solutions for education and their main features and benefits?
Teltec Solutions has 22 years of experience in the infrastructure of digital communication and information networks, with emphasis on the projects of Vertical Educação, which represent about 70% of the total. Considering only the 2014 projects, we benefited around 1.3 million students in Brazil. This is due to the quality of service, dimensioning and implementation consistent with the objectives of the institutions.
The main benefit we deliver is sustainability in the use of investments for IT infrastructure. The complexity and speed with which the area of information and communication technology develops constitute a real challenge. However, through constant investment in training the technical staff and the consequent speed of response, we were able to build successful cases. We work with traditional data, voice and video projects integrated with different architectures, integrating solutions for cloud computing, energy efficiency, remote device management and virtualization.
With this, Teltec Solutions stands out for presenting excellence in traditional infrastructure projects and strategic alignment with innovation cells, such as cloud computing, energy efficiency, development of software applications for management and even a teacher training course.
– Can you exemplify a successful application of a Teltec solution (already in use in some educational institution)?
We can highlight a project in an institution in Acaraju, Sergipe. The challenge was born from a strategic vision of education in the 21st century, which brought the challenge of providing management and wireless internet access to 36 thousand simultaneous users, with excellent video consumption performance. The project was developed in partnership with the client over the course of 8 months and is in the application phase. The results have been better than projected and create a basis for rethinking the teaching and learning process, in an applied vision of the future in education. The next step of the project is to integrate energy management, teacher training and rethink the expansion of the offer of the distance modality, already under a new matrix of teaching competence.
– Which are the technologies aimed at education that should be consolidated in the coming years?
For the medium term, we have in mind the Internet of Everything (IoE) concept. In practice, the equipment that provides internet access will be used with different functions such as actuators, sensors, data processors and data information presenters. This creates a universe of rich data, which combined will bring a new reading of reality. Instead of just accessing data, we will have the opportunity to build knowledge from data, in a faster and more secure way. If we think about the space of the school or educational institution, it means that any environment can become a contextual learning environment. Any room, hallway, elevator, staircase, kitchen, patio will be generating information from the elements present, such as lamps, chairs, doorknobs, frames, and different devices. We will be able to know, for example, the cooking temperature of a pan on the school stove along with the chemical analysis of the reactions that are taking place there, as well as the gas consumption and the time when the cooking started. All this by accessing the computer or tablet, or even our watch.
For the short term, we see the adoption of cloud computing, teacher training and energy management. In terms of cloud computing, we will be able to bring to the educational scenario a scalable, high-performance infrastructure that is easy to manage and implement. This means that handling loads at peak times and seasons, such as enrollment season, closing of grades and publication of results, is no longer a problem for IT management.
With the teacher training, we developed a creative methodology focused on innovation. Our goal is that, through the TISA Education 3.0 course, teachers can resignify technologies to their teaching plan context, in a practical dynamic in hybrid teaching and active pedagogies. The course differs in that it is not the traditional introductory course to tools, but an experiential and experimental practice of teaching methods, appropriated by different processes of digital communication with students.
– How is Teltec working to prepare teachers to optimize the use of new technologies in the classroom?
The development of the TISA Education 3.0 course started in 2014, led by me, as a radical innovation cell within Tetlec Solutions. The presence of a professor, studying a doctoral program in Engineering and Knowledge Management at the Federal University of Santa Catarina (UFSC), brought an innovation bias as an essential element for classroom activities.
In this sense, the TISA Education 3.0 course (Technologies and Innovation in the Classroom for Education 3.0) trains teachers in the context of the institution. The practical workshops take place in four face-to-face meetings, in which teachers learn about active pedagogy approaches, and also have a distance period, to practice hybrid teaching skills. The course has four phases of competence development, based on Design Thinking: Discovery, Innovation, Immersion and Transformation. At the end of the course, the professors put together a manual of the institution's ICT best practices, a kind of “internal innovation festival”, as an institutional practice.
The great differential of the course is the practical deepening in the use of technologies, respecting the institutional context. This creates competence relevant to the current context and points out the types of institutional investments in the sphere of infrastructure, content and pedagogies that teachers will effectively use in the classroom. In addition, it creates space for entrepreneurship and personalized teaching for students, combining teaching and learning with complex problem solving. The main differential of TISA Educação 3.0 is to create institutional relevance for students, teachers, managers and society, through the appropriation of the possibilities that technologies present to us.
In May, the Federal Institute of Pernambuco (IFPE) hosted the 3rd World Forum on Vocational and Technological Education (FMEPT), collectively built by more than 100 entities with the objective of supporting the movement for the universal right to education, an event that It had the participation of TI Teltec Solutions, a company from Santa Catarina responsible for showing a technological update project in this forum.
In a special interview for the ABES Portal, the executive coordinator of Teltec Solutions, Vilson Martins Filho, addressed the new teaching and learning paradigms facing the teaching activity in the context of the use of ICTs. Martins is responsible for the development of TISA Educação 3.0, a solution for training teachers to use digital tools in the classroom.
The company's innovative vision has yielded much fruit for educational institutions and international recognition for Teltec Solutions, elected by Cisco Systems as the Innovator Partner of the Year in Americas. The design of solutions combined with teacher training has provided innovative scenarios for educational institutions in Brazil.
According to the coordinator, after consolidating itself as a technology supplier for the segment, Teltec Solutions now seeks to contribute to the construction of new pedagogical models in this scenario and to the creation of a more human, collaborative and, mainly sustainable. Check out the interview:
– In your opinion, what is the stage of development of technology applied to education in Brazil?
Brazil presents an interesting scenario, but there is a cultural gap that separates teachers and students. Regarding connectivity, data from the Internet Steering Committee in Brazil and the Todos pela Educação portal show that about 75% of students access the Internet at home and that at least 25% took some type of online course to solve their doubts. This means that the trend is that students are developing autonomy to manage the self-learning process, consuming more and more information and relevant content to solve doubts, by consulting different knowledge repositories.
From the teachers' point of view, 31.8% still do not feel confident to use information and communication technologies in the classroom and 24% do not find relevant content for their educational context. Another interesting fact is that 20% teachers do not use technology because they understand that preparing for the learning moment requires too much time. The resulting trend has one word: training. More than 31% of teachers say they want more specific training to work on teaching and learning concepts in the classroom.
It is not enough just to replicate technologies and facilitate access to information networks, it is necessary to include the teacher as a fundamental part of the adoption of educational technologies in the classroom. Educational management, the classroom moment, the social expectations of parents and companies must be sensitive to the skills and competences of the 21st century, in which entrepreneurship focused on innovation is the main vector of development and sustainability.
It is essential, together with investment in infrastructure, to define key elements for the development of the educational ecosystem, considering teachers, students, content, platforms, assessment systems, learning networks, institutional partnerships between school, university and companies, basic research and applied research . This is the new paradigm in Brazil. We have a lot to develop in terms of educational quality and great opportunities for development, but we need to act in synergy with the different talents we have, taking advantage of the best international practices, without losing sight of the classroom context.
– What were the main innovations presented at the Professional and Technological Education Forum?
Among all the projects and applications presented, the innovations developed by the network of Federal Institutes of Education stand out. The main highlight is the research centers that have integrated regional needs with high-performance and impact technologies. The topics ranged from the georeferencing of dengue, food products made from exotic caatinga fruits, packaging with anti-microbacterial function, electric tricycle for irrigation automation and even a heated pan that uses solar energy. These cases and many others make use of the infrastructure expansion base of digital technologies in the unfolding of innovations, incremental, radical and even disruptive.
– What are Teltec's main solutions for education and their main features and benefits?
Teltec Solutions has 22 years of experience in the infrastructure of digital communication and information networks, with emphasis on the projects of Vertical Educação, which represent about 70% of the total. Considering only the 2014 projects, we benefited around 1.3 million students in Brazil. This is due to the quality of service, dimensioning and implementation consistent with the objectives of the institutions.
The main benefit we deliver is sustainability in the use of investments for IT infrastructure. The complexity and speed with which the area of information and communication technology develops constitute a real challenge. However, through constant investment in training the technical staff and the consequent speed of response, we were able to build successful cases. We work with traditional data, voice and video projects integrated with different architectures, integrating solutions for cloud computing, energy efficiency, remote device management and virtualization.
With this, Teltec Solutions stands out for presenting excellence in traditional infrastructure projects and strategic alignment with innovation cells, such as cloud computing, energy efficiency, development of software applications for management and even a teacher training course.
– Can you exemplify a successful application of a Teltec solution (already in use in some educational institution)?
We can highlight a project in an institution in Acaraju, Sergipe. The challenge was born from a strategic vision of education in the 21st century, which brought the challenge of providing management and wireless internet access to 36 thousand simultaneous users, with excellent video consumption performance. The project was developed in partnership with the client over the course of 8 months and is in the application phase. The results have been better than projected and create a basis for rethinking the teaching and learning process, in an applied vision of the future in education. The next step of the project is to integrate energy management, teacher training and rethink the expansion of the offer of the distance modality, already under a new matrix of teaching competence.
– Which are the technologies aimed at education that should be consolidated in the coming years?
For the medium term, we have in mind the Internet of Everything (IoE) concept. In practice, the equipment that provides internet access will be used with different functions such as actuators, sensors, data processors and data information presenters. This creates a universe of rich data, which combined will bring a new reading of reality. Instead of just accessing data, we will have the opportunity to build knowledge from data, in a faster and more secure way. If we think about the space of the school or educational institution, it means that any environment can become a contextual learning environment. Any room, hallway, elevator, staircase, kitchen, patio will be generating information from the elements present, such as lamps, chairs, doorknobs, frames, and different devices. We will be able to know, for example, the cooking temperature of a pan on the school stove along with the chemical analysis of the reactions that are taking place there, as well as the gas consumption and the time when the cooking started. All this by accessing the computer or tablet, or even our watch.
For the short term, we see the adoption of cloud computing, teacher training and energy management. In terms of cloud computing, we will be able to bring to the educational scenario a scalable, high-performance infrastructure that is easy to manage and implement. This means that handling loads at peak times and seasons, such as enrollment season, closing of grades and publication of results, is no longer a problem for IT management.
With the teacher training, we developed a creative methodology focused on innovation. Our goal is that, through the TISA Education 3.0 course, teachers can resignify technologies to their teaching plan context, in a practical dynamic in hybrid teaching and active pedagogies. The course differs in that it is not the traditional introductory course to tools, but an experiential and experimental practice of teaching methods, appropriated by different processes of digital communication with students.
– How is Teltec working to prepare teachers to optimize the use of new technologies in the classroom?
The development of the TISA Education 3.0 course started in 2014, led by me, as a radical innovation cell within Tetlec Solutions. The presence of a professor, studying a doctoral program in Engineering and Knowledge Management at the Federal University of Santa Catarina (UFSC), brought an innovation bias as an essential element for classroom activities.
In this sense, the TISA Education 3.0 course (Technologies and Innovation in the Classroom for Education 3.0) trains teachers in the context of the institution. The practical workshops take place in four face-to-face meetings, in which teachers learn about active pedagogy approaches, and also have a distance period, to practice hybrid teaching skills. The course has four phases of competence development, based on Design Thinking: Discovery, Innovation, Immersion and Transformation. At the end of the course, the professors put together a manual of the institution's ICT best practices, a kind of “internal innovation festival”, as an institutional practice.
The great differential of the course is the practical deepening in the use of technologies, respecting the institutional context. This creates competence relevant to the current context and points out the types of institutional investments in the sphere of infrastructure, content and pedagogies that teachers will effectively use in the classroom. In addition, it creates space for entrepreneurship and personalized teaching for students, combining teaching and learning with complex problem solving. The main differential of TISA Educação 3.0 is to create institutional relevance for students, teachers, managers and society, through the appropriation of the possibilities that technologies present to us.
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