IADITI - Journal of Technologies Information and Communication
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RTIC – Journal of Technologies, Information and Communication is a biannual academic publication, whose mission is to disseminate and publish original and review scientific works with a focus on innovation and development in the fields of Technology, Information and Communication. The journal is aimed at students, professors, researchers and professionals, with articles written in Portuguese, Spanish and English, in order to contribute to the development of research in Technology, Information and Communication.
RTIC explores various topics such as computer networks, mobility and pervasive systems, open data, knowledge engineering, knowledge management, artificial intelligence, applied technologies, multimedia systems and applications, information and knowledge management, big data analysis and applications, human-computer interaction, ethics, computers and security, communication models and digital communication; publishing original articles and review articles.
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- Analysis and Decision: “Educação On” ProjectPublication . Azevedo, Daniel; Sequeira, Romeu; Lopes, Pedro; Guedes, Damiana; Lopes, CarlosIn recent years, educational platforms have advanced significantly, integrating cutting-edge technologies and interactive resources that have revolutionized online teaching and learning. The proper selection of an educational platform is crucial for the successful dissemination of Massive Open Online Courses (MOOCs), as it supports efficient course implementation and ensures accessibility, flexibility, and personalized learning experiences. Advanced technologies such as Artificial Intelligence and synchronous tools enhance the student experience, offering automated feedback, content adaptation, and continuous support, allowing interaction with materials at their own pace. In this article, we address an initial phase of the "Educação ON" project, which aims to define the IT solution, platform, and technologies for the creation of MOOCs. This process involved a literature review, analysis of MOOC characteristics, evaluation of educational platforms, identification of new trends in distance learning, and synthesis of the project requirements. The research focuses on validating a MOOC course model tailored to higher education students, tested during the academic years 2022/2023 and 2023/2024 by a multidisciplinary team of professors from a Portuguese higher education institution, with the participation of students from both Portuguese and Brazilian higher education institutions. The results lay the groundwork for the next stages of the project, fostering more interactive and collaborative learning environments.
- 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.
- D-SELI: Propuesta de una Red Blockchain Educativa Distribuida con IPFSPublication . Der Boghosian, Reyna; Motz, ReginaEn los últimos años, ha habido un aumento en el uso de redes blockchain en el ámbito educativo, con proyectos como SELI (Smart Ecosystem for Learning and Inclusion) que han desarrollado redes blockchain para el intercambio de certificados y recursos educativos. Sin embargo, una limitación en el uso de redes blockchain es el espacio de almacenamiento, ya que todas las transacciones se almacenan en cada nodo de la red, lo que puede generar problemas de espacio y accesibilidad en redes blockchain centralizadas. Para abordar esta problemática, se propone en este artículo una modificación de la red blockchain educativa SELI mediante la utilización del protocolo Interdisciplinary File System (IPFS) en una red blockchain totalmente distribuida, denominada D-SELI. La propuesta de D-SELI busca solucionar la limitación de espacio de almacenamiento y accesibilidad en redes blockchain mediante la incorporación del protocolo IPFS. El IPFS es un sistema de archivos distribuidos que utiliza una red peer-to-peer para almacenar y compartir contenido de manera descentralizada, lo que permite superar los problemas de almacenamiento en una red blockchain. La implementación de IPFS en D-SELI permite que los recursos educativos y certificados sean almacenados de forma descentralizada, eliminando la necesidad de almacenar todas las transacciones en cada nodo de la red, lo que reduce la carga de almacenamiento en los nodos y mejora la accesibilidad a los datos. Además, al ser una red completamente distribuida, se superan los problemas de ubicación de los datos presentes en redes blockchain centralizadas. En resumen, este artículo presenta una propuesta de modificación de la red blockchain educativa SELI mediante la utilización del protocolo IPFS en una red completamente distribuida (D-SELI) con el objetivo de solucionar la limitación de espacio de almacenamiento y accesibilidad en redes blockchain, mejorando así la eficiencia y escalabilidad de la red en el ámbito educativo.
- Enhancing Proactive Cyber Defense: A Theoretical Framework for AI-Driven Predictive Cyber Threat IntelligencePublication . Hasan, Kamrul; Hossain, Forhad; Amin, Al; Sutradhar, Yadab; Jeny, Israt Jahan; Mahmud, ShakikThe rapid evolution of cyber threats and the dynamic nature of the threat landscape have necessitated the development of proactive and predictive defense mechanisms. This research proposes an AI-driven framework for predictive cyber threat intelligence aimed at enhancing organizational cybersecurity by identifying and mitigating threats before they materialize. The framework integrates diverse data sources, including network logs, endpoint data, and threat intelligence feeds, to generate actionable insights using advanced machine learning algorithms such as anomaly detection, pattern recognition, and predictive analytics. A continuous feedback loop ensures the adaptability of the framework through model retraining, anomaly adjustment, and performance monitoring. By leveraging supervised and unsupervised learning models, the framework addresses both known and unknown threats, providing scalable, real-time threat detection and risk assessment capabilities. This approach shifts the cybersecurity paradigm from reactive to proactive, enabling organizations to anticipate and counteract sophisticated cyber-attacks effectively. The proposed system’s application is demonstrated through practical scenarios, highlighting its potential to transform decision-making in high-stakes cybersecurity environments.
- 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.
- Georeferencing Management for Optimization of Enrollment Slots in the Municipal Education System of Campos dos Goytacazes-RJPublication . Paes, Diogo; Machado Jr, Mario; Marins, Cristiano; Ramos, RodrigoThis essay was presented with the aim of suggesting a georeferencing solution to optimize the pre-enrollment process in the education system of Campos dos Goytacazes-RJ. Using a mixed methodological approach that combines qualitative and quantitative analysis, collecting new student requests and georeferencing addresses and routing with the offered options, the study analyzed the current enrollment process and developed a new model guided by georeferencing. This was achieved by collecting geospatial data from students' residences and schools for subsequent geographic distribution analysis. The results demonstrated that the implementation of a georeferencing system not only streamlines parents' decision-making process regarding enrollment options but also significantly reduces the distances traveled by students. This optimization has a direct impact on improving the quality of life and academic performance of students, highlighting the effectiveness of georeferencing as a strategic tool in educational management.
- 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.
- A oferta dos cursos de educação permanente em saúde utilizando a plataforma virtual de aprendizagem: capacitação dos profissionais de saúde no período pandêmico da COVID-19 no Brasil nos anos de 2020 e 2021Publication . Pedreño, Juliana dos Santos; Cosme, Keven de Oliveira; Monteiro, Angela Xavier; Pinto, Adriana Beatriz Silveira; Pierantoni, Célia Regina; Passos, Shirley Maria de AraújoA Educação permanente em saúde (EPS) foi a linha de frente na pandemia, qualificando os profissionais mediante dispositivos eletrônicos e Tecnologias da Informação e Comunicação, reduzindo os agravos da pandemia. Esta pesquisa objetivou descrever quais ações de EPS oferecidas pelas plataformas de aprendizagem virtual foram produzidas no período pandêmico da COVID-19, no Brasil, em 2020 a 2021. Na metodologia, realizou-se pesquisa documental com abordagem quantitativa. Buscou-se documentos na plataforma de Aprendizagem (AVASUS), 2020 a 2021. Os dados quantitativos foram analisados por estatística descritiva. Os resultados demonstraram que os cursos oferecidos pelo AVASUS foram compatíveis com as necessidades dos profissionais de saúde e da população, considerando a pandemia. Portanto, a incorporação das tecnologias, como inovação pedagógica, garantiu o acesso, autonomia e propagação do conhecimento técnico-científico aos profissionais de saúde, durante a pandemia da COVID-19.
- Perceção do portefólio multimodal como estratégia pedagógica na aprendizagem da escrita em contexto digitalPublication . Baptista, Dina; Pereira, Hawayla; Toledo, IsabelaA aprendizagem ativa é cada vez mais um dos pilares fundamentais do processo de ensino-aprendizagem no ensino superior. Nesta, o professor atua como um facilitador do processo de aprendizagem do qual o estudante passa a ser protagonista e corresponsável pela sua própria aprendizagem. Das várias estratégias possíveis da aprendizagem ativa, o portefólio assume-se, por um lado, como instrumento facilitador da construção do conhecimento e do desenvolvimento de competências fundamentais, como a autonomia ou a criatividade e, por outro lado, como estratégia de aprendizagem ativa e participativa, que favorece a autoavaliação e a reflexão sobre o processo de ensino-aprendizagem. Através de um processo de (re)construção do conhecimento, que exige um trabalho reflexivo contínuo de interação entre docente e discente, o recurso ao portefólio também privilegia a autorregulação da aprendizagem, através de uma tomada de consciência gradual da aprendizagem por parte do estudante. Este trabalho apresenta uma reflexão sobre a estratégia pedagógica do portefólio individual, no sentido de compreender de que forma é que este favorece a aprendizagem da escrita em contexto digital o desenvolvimento de competências transversais, cada vez mais valorizadas pelas entidades empregadoras. Pretende-se analisar a perceção dos estudantes a respeito do processo de construção do portefólio, na unidade curricular de Escrita para Internet, integrada no mestrado em Marketing e Comunicação digital, ministrada na Universidade de Aveiro (Portugal). Depois de uma breve reflexão sobre estratégias de aprendizagem ativa, com particular enfoque no portefólio como estratégia focada na autorreflexão e no processo de aprendizagem, analisam-se os resultados de um inquérito por questionário, através do Software SPSS, aplicado aos estudantes da unidade curricular em análise, para avaliar a estratégia pedagógica aplicada. Por fim, tendo por base os resultados obtidos identificam-se potenciais constrangimentos e estratégias de melhoria para trabalhos futuros.