IADITI - INTERNATIONAL ASSOCIATION FOR DIGITAL TRANSFORMATION AND TECHNOLOGICAL INNOVATION
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Organização sem fins lucrativos que promove a ligação entre a academia, investigação, empresas e sociedade na área da transformação digital. A IADITI tem como objetivo difundir a transformação digital e a inovação tecnológica nacional e internacionalmente, bem como promover a investigação e o desenvolvimento científico, social e tecnológico na área da transformação digital. O repositório da IADITI tem como objetivo fornecer o acesso aberto à produção científica produzida no âmbito da sua atividade.
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Browsing IADITI - INTERNATIONAL ASSOCIATION FOR DIGITAL TRANSFORMATION AND TECHNOLOGICAL INNOVATION by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- Computer Learning SystemsPublication . Teixeira, Cristiane; Teixeira, Marcelo; Farias-Júnior, Ivaldir; Lima, SidneyComputational learning systems are configured as digital platforms, specialized tools, or systematized methodologies aimed at facilitating, organizing, and optimizing educational processes in virtual environments. Learning Content Management Systems (LCMS) focus on the creation, structuring, storage, and reuse of learning objects, enabling educators to develop personalized, modular, and scalable instructional materials. In turn, Learning Management Systems (LMS) are designed to operationalize the administration of the teaching and learning process, encompassing functionalities such as enrollment management, content delivery, student performance tracking, and assessment implementation. In this context, the present study qualitative in nature and based on an empirical- descriptive approach proposes a comparative analysis between LCMS and LMS, considering technical and pedagogical features, operational limitations, and contributions to the consolidation of innovative practices in higher education, specifically within the undergraduate programs in Computing Education and Software Engineering at the University of Pernambuco – Garanhuns Campus.
- Generative AI in Teacher Training: A Study of Pre-Service Teachers’ Engagement and PerspectivesPublication . Couto, Filipe; Martins, RosaThis study aimed to understand how future teachers are integrating generative artificial intelligence into their academic routines during initial teacher education. Using a mixed-methods approach, quantitative data were collected through a Likert-scale questionnaire administered to 94 students at a School of Education in Portugal, complemented by a qualitative analysis of open-ended responses. The findings reveal widespread use of tools such as ChatGPT for clarifying doubts, supporting study practices, and enhancing academic writing. At the same time, ethical and pedagogical concerns emerge, particularly around plagiarism, the reliability of information, and the impact on critical thinking. Students show a simultaneously receptive and critical attitude, acknowledging the value of generative AI as a support tool while calling for transparency, regulation, and proper training to ensure its ethical and responsible use. The study highlights the importance of integrating critical digital literacy and ethical reflection on AI into initial teacher education programs, preparing future educators for an increasingly technological educational landscape that must remain focused on human and pedagogical development.
- Generative Artificial Intelligence in Higher Education: Challenges, Opportunities and Pedagogical ImplicationsPublication . Vieira, Ana; Mesquita, AnabelaGenerative Artificial Intelligence (GAI) is transforming Higher Education (HE), impacting academic writing, teaching methodologies and institutional practices. This study presents a literature review on the use of GAI in HE between 2024 and 2025, analyzing its strengths, weaknesses, opportunities and challenges. GAI improves productivity, student engagement, and personalization, but raises concerns about academic integrity, envy, and over-reliance on this technology. The results highlight the need for clear institutional policies, ethical guidelines and continuous training for teachers, ensuring a responsible integration of GAI. Future research should address pedagogical strategies, ethical issues, and long-term impacts of GAI on learning.
- Integration of TPACK and SAMR Models: Theoretical-Methodological Articulations for the Use of Technologies in Mathematics TeachingPublication . Abar, C. A.; Almeida, M.This article analyzes the integration of the TPACK (Technological, Pedagogical, and Content Knowledge) and SAMR (Substitution, Augmentation, Modification, and Redefinition) models as a theoretical-methodological framework to guide and evaluate pedagogical practices mediated by digital technologies in Mathematics Education. The articulation between these models allows for an understanding not only of the knowledge necessary for teaching in technological environments but also of the different levels of complexity and innovation that the use of technologies can achieve in teaching proposals. By considering practical application examples, especially with the use of software like GeoGebra, it becomes evident how teachers can transition from initial levels of resource substitution to transformative and innovative pedagogical experiences. Furthermore, the fundamental role of teacher training in promoting intentional and reflective practices that critically leverage the potential of digital technologies is highlighted potential of Digital Information and Communication Technologies (DICT). It is concluded that the integration of the TPACK and SAMR models expands the possibilities for planning, implementing, and evaluating more meaningful pedagogical practices, contributing to the development of teaching competencies aligned with the contemporary demands of Mathematical Education, fostering more creative, collaborative, and technologically mediated learning.
- The teaching methodology of Problem-Based Learning for the development of Literacy, Reasoning, and Statistical ThinkingPublication . Domingues, Mateus; Santos-Junior, GuataçaraThis theoretical essay aims to investigate how the Problem-Based Learning (PBL) teaching methodology can contribute to the development of Literacy, Reasoning, and Statistical Thinking, in order to promote a more in-depth education in statistical understanding and the contextualized application of its fundamentals, with an emphasis on students' reality. By examining the theory, the goal is to articulate this methodology with Literacy, Reasoning, and Statistical Thinking, highlighting the importance of social interaction, problem-solving, the development of solutions, and the practical application of statistical knowledge, thereby creating new perspectives for Statistical Education (SE). It can be concluded that the PBL teaching methodology has the potential to stimulate the development of these three processes, equipping students to make informed decisions and act based on solid analyses, fostering a deeper and more integrated understanding of statistics. In this way, the implementation of PBL in SE promotes critical data analysis, creativity, and reflection, establishing itself as a pedagogical approach that prepares students for the challenges of the contemporary world, where the understanding and critical interpretation of data are increasingly relevant.