TITLE:
Adaptive Ecosystem—Integrated Technology into the Curriculum
AUTHORS:
Patrícia Lupion Torres, Katia Ethiénne Esteves dos Santos, Raquel Pasternak Glitz Kowalski, Marilda Aparecida Behrens
KEYWORDS:
Integration, Curriculum, Education, Learning, Technology, Adaptive Ecosystem
JOURNAL NAME:
Creative Education,
Vol.7 No.1,
January
22,
2016
ABSTRACT: Innovation has taken hold of the everyday actions related to fun, work, education, among others, influencing cultural movements, political actions, economic and social. This new context brings outstanding requirements, especially regarding the preparation of children and young people to face the challenges ahead in a lifetime. Although there is no easily verifiable relationship between innovation and improvements in education, the existence of different elements such as: digital resources, enhancement of learning styles, applying knowledge in real situations, the interpretation of data and texts that suggest new ways of organizing the curriculum, which can offer the educational environment to improve the quality of teaching-learning process. This document aims to present a digital adaptive ecosystem, which enables: differentiated learning, motivation through gamification features, monitoring of performance data of students and the possibility of changing teaching strategies according to individual or group needs. The appropriation of technology in school culture can generate significant changes and pedagogical innovation, but such changes only occur when there is also a curriculum change. Thus, the curriculum as a whole incorporates the language of the digital world. They gave subsidy to that document Lévy (1993), Martin-Barbero (2002), Libaneo (1985), Santos (2012) among others. The innovative adaptive ecosystem presented here brings in its design an approach that is premised on the development of the autonomy of the student in relation to its individual plan ahead learning the formal curriculum, in addition to offering the technological resources for teachers that allow closer monitoring of each student, its construction process, knowledge and the acquisition of different skills. We attempted to verify with data collection which the perception of those involved in the process of training of teachers in relation to curriculum integration and technology. In a qualitative approach, questionnaires were conducted with the five trainers for adaptive ecosystem in its holdings showed how technology can be integrated into the curriculum, gradual and effective manner, through different actions.