The Cybermediator
new ways of teaching and learning through technology
DOI:
https://doi.org/10.5216/revufg.v21.69965Abstract
The technologies present in educational environments, especially in 2020, have grown due to the pandemic issue, as well as highlighting the importance of teachers in mediating their educational practices, using virtual environments in online or remote emergency classes. The flexibilization of school spaces to carry out activities synchronously or asynchronously triggered the discussion on how to use these new ways of teaching and learning by technological means, aiming to contribute to the pedagogical practice of teachers, making them a kind of cybermediators. However, there was a need for adaptation in the performance of teachers, described as cybermediators, in order to bring students closer and insert them in this pedagogical format present in the reality of education, in which mediation and cybermediation become an act, above all , challenger. The result of this process leads to some reflections: technology without the mediation of a teacher is not fruitful; in education there is a need for mediation; and online action requires rethinking both the actions of a pedagogical and technological nature and in relation to mediation, which seeks to improve the pedagogical strategies of teachers – cybermediators – in teaching and of students in learning.
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