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Advisor(s)
Abstract(s)
O exponencial crescimento e profunda mudança digital tem permitido um maior acesso à informação, o que proporcionou um conjunto de novos desafios às escolas. De acordo com a bibliografia da área, alguns destes desafios parecem estar relacionados com os perigos que emergem do uso indevido das ferramentas digitais, nas quais incluímos as redes sociais que, na atualidade, têm um papel central na forma como os indivíduos, seres pertencentes a uma sociedade, se relacionam entre si. No entanto, não é apenas a ausência de competências digitais para uso eficaz das tecnologias que constitui um perigo para os demais utilizadores, mas também a falta de formação no que se refere às medidas de prevenção a adotar na web em geral, e mais especificamente, no que respeita às redes sociais, aplicações para trocar mensagens, blogs e fóruns de discussão que permitem uma comunicação e interação mais próxima entre os diferentes grupos de utilizadores. As medidas a que nos referimos têm que ver concretamente com o nosso objetivo principal para esta investigação, a prevenção do cyberbullying que parece afetar, de uma forma particular, os grupos mais jovens. Esta influência deve-se não só aos conflitos e problemas associados à faixa etária, mas também à falta de supervisão e cuidado daqueles que são mais próximos a crianças e adolescentes como, por exemplo, os pais, irmãos e amigos. Não esquecendo a própria escola que, enquanto instituição educativa, tem certamente um papel a desempenhar nesta questão da prevenção. Estes quesitos apontam para a necessidade urgente de se preparar a escola e os professores com competências capazes de capacitar os jovens para o combate, mais preventivo do que reativo, a esta problemática. Assim, os Massive Open Online Courses (MOOC), enquanto tecnologia de suporte e/ou mediação do processo de ensino-aprendizagem à distância, parecem ser úteis para englobar a temática do cyberbullying na formação contínua de professores. No presente estudo, procuramos compreender, de uma forma abrangente, através de uma revisão sistemática da literatura o contributo que os MOOC podem dar para a prevenção do cyberbullying através da formação contínua de professores. Os resultados parecem apontar para a importância de tecnologias digitais como os MOOC no suporte a ações de curta duração, ainda mais numa época em que a pandemia fez crescer a interação formativa digital. Na ótica da prevenção, os resultados preliminares sugerem que todos os atores devem investir na melhoria das suas competências digitais, particularmente, no uso das tecnologias que permitem a interação com outros indivíduos. Na ótica da deteção, os resultados parecem também apontar para a necessidade deste conjunto de atores compreenderem todo o processo para que, efetivamente, possam contribuir para ajudar a vítima que é alvo deste género de práticas.
Exponential growth and deep digital change have allowed greater access to information, which has provided a set of new challenges for schools. According to the bibliography of the area, some of these challenges seem to be related to the dangers that emerge from the misuse of digital tools, in which we include social networks that, at present, have a central role in the way individuals, beings belonging to a society, relate to each other. However, it is not only the lack of digital skills for the effective use of technologies that poses a danger to other users, but also the lack of training regarding the prevention measures to be adopted on the web in general, and more specifically, as regards social networks, applications to exchange messages, blogs and discussion forums that enable closer communication and interaction between different user groups. The measures to which we refer have to do concretely with our main objective for this investigation, the prevention of cyberbullying that seems to affect, in a particular way, younger groups. This influence is due not only to the conflicts and problems associated with the age group, but also to the lack of supervision and care of those who are closer to children and adolescents, such as parents, siblings and friends. Not forgetting the school itself, which, as an educational institution, certainly has a role to play in this issue of prevention. These questions point to the urgent need to prepare the school and teachers with skills able to enable young people to combat, more preventive than reactive, this problem. Thus, Massive Open Online Courses (MOOC), as a support technology and/or mediation of the distance learning-learning process, seem to be useful to encompass the theme of cyberbullying in the continuous training of teachers. In the present study, we sought to comprehensively understand, through a systematic literature review, the contribution that Moocs can make to the prevention of cyberbullying through the continuous training of teachers. The results seem to point to the importance of digital technologies such as Moocs in supporting short-term actions, especially at a time when the pandemic has increased digital formative interaction. From a prevention perspective, the preliminary results suggest that all actors should invest in improving their digital skills, particularly in the use of technologies that allow interaction with other individuals. From the perspective of detection, the results also seem to point to the need of this set of actors to understand the whole process so that, effectively, they can contribute to help the victim who is the target of this kind of practices
Exponential growth and deep digital change have allowed greater access to information, which has provided a set of new challenges for schools. According to the bibliography of the area, some of these challenges seem to be related to the dangers that emerge from the misuse of digital tools, in which we include social networks that, at present, have a central role in the way individuals, beings belonging to a society, relate to each other. However, it is not only the lack of digital skills for the effective use of technologies that poses a danger to other users, but also the lack of training regarding the prevention measures to be adopted on the web in general, and more specifically, as regards social networks, applications to exchange messages, blogs and discussion forums that enable closer communication and interaction between different user groups. The measures to which we refer have to do concretely with our main objective for this investigation, the prevention of cyberbullying that seems to affect, in a particular way, younger groups. This influence is due not only to the conflicts and problems associated with the age group, but also to the lack of supervision and care of those who are closer to children and adolescents, such as parents, siblings and friends. Not forgetting the school itself, which, as an educational institution, certainly has a role to play in this issue of prevention. These questions point to the urgent need to prepare the school and teachers with skills able to enable young people to combat, more preventive than reactive, this problem. Thus, Massive Open Online Courses (MOOC), as a support technology and/or mediation of the distance learning-learning process, seem to be useful to encompass the theme of cyberbullying in the continuous training of teachers. In the present study, we sought to comprehensively understand, through a systematic literature review, the contribution that Moocs can make to the prevention of cyberbullying through the continuous training of teachers. The results seem to point to the importance of digital technologies such as Moocs in supporting short-term actions, especially at a time when the pandemic has increased digital formative interaction. From a prevention perspective, the preliminary results suggest that all actors should invest in improving their digital skills, particularly in the use of technologies that allow interaction with other individuals. From the perspective of detection, the results also seem to point to the need of this set of actors to understand the whole process so that, effectively, they can contribute to help the victim who is the target of this kind of practices
Description
Keywords
Cyberbullying Formação contínua de professores MOOC Tecnologias digitais Research Subject Categories::TECHNOLOGY::Information technology
Citation
Silva, Silvana; Gonçalves, Bruno; Gonçalves, Vitor (2022). O contributo dos MOOC para a prevenção do cyberbullying no âmbito da formação professores. In Vitor Gonçalves; Ana García-Valcárcel; José António Moreira; Pilar Gutiez Cuevas; Maria Raquel Patrício (Eds.) VIII Conferência Ibérica de Inovação na Educação com TIC: ieTIC2022: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança