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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- Multimodal Innovations: Evaluation of the LEML Studio.Br Pedagogical Planning ToolPublication . Damasceno, E.; Locatelli, E.; Silva, A.; Almeida, E.; Przybysz, A.The digitization of teaching and the adoption of hybrid models demand tools that support multimodal pedagogical planning. This study evaluated LEML Studio.Br, a visual modeling tool, in terms of usability and the perceptions of Software Engineering instructors. A mixed‑methods study with a convenience sample (n = 16) was conducted. Data collection comprised a questionnaire with Likert‑scale items and open questions; quantitative analysis reported descriptive statistics and qualitative analysis followed thematic content analysis. Results indicate predominantly positive evaluations of technical usability (intuitive interface; consistency with modeling notations), while items related to multimodal pedagogical application (artifact representation; synchronous/asynchronous transitions) showed notable indecision, suggesting a need for instructional‑design training and supporting materials. Recurring qualitative themes included the tool’s potential to structure planning, demand for reusable templates, and interest in integration with academic systems. It is concluded that LEML Studio.Br has potential as a support instrument for multimodal planning, but full adoption requires faculty training and functional enhancements; replication with larger samples and further instrument validation is recommended.
- Computational Thinking in Preschool Education: Trends and Evidence from Recent ResearchPublication . Silva, Regina; Silva, Maria; Monteiro, Sandra; Couto, FilipeThis scoping review maps recent research on Computational Thinking in preschool education published between 2017 and 2025 and indexed in the Scopus database. Following the methodological framework proposed by Arksey and O’Malley and Levac et al., the review addressed the question: What approaches, pedagogical strategies, and effects are reported in recent literature on Computational Thinking in early childhood education? Using the PCC framework (Population: children aged 3–6; Concept: Computational Thinking; Context: preschool education), a systematic search and screening process resulted in the inclusion of 19 empirical studies. Data extraction focused on publication trends, educational contexts, methodological designs, and research foci. Results reveal a marked increase in scientific production from 2022 onwards, with a notable concentration of studies in 2025, indicating the consolidation of Computational Thinking as an emerging field in early childhood education. The findings highlight the predominance of educational robotics and unplugged activities, alongside diverse approaches such as game-based learning, digital storytelling, STEAM projects, and artistic and embodied practices. Across studies, positive effects were reported on algorithmic thinking, sequencing, problem-solving, collaboration, and self-regulation. The role of educators and inclusive, culturally responsive practices emerged as central to effective implementation. Despite the growing body of evidence, limitations related to the concentration of studies in specific databases and contexts persist. Overall, the review indicates that Computational Thinking in preschool education holds significant educational potential, provided that its integration is supported by intentional pedagogical practices, appropriate assessment tools, and continuous teacher professional development.
- Moltbook - Connecting Intelligences at the Neural Frontier NexusPublication . Teixeira, MarceloContemporary artificial intelligence undergoes an ontological mutation, transmuting from a mere tool into a sovereign infrastructure that challenges the centrality of the subject and imposes a loss of human autonomy over decision-making processes. In this context, this study investigates such an ascent through a case study of the Moltbook platform. Methodologically, it adopts a qualitative, exploratory descriptive approach, articulating a Critical Narrative Review with a Case Study of the OpenClaw ecosystem. The research validates synthetic autonomy through the parametrization of Machine-to Machine (M2M) interactions and "neural flow" analysis. Results reveal an API-first, headless architecture in which agents operate hermetically via JSON and operational "Skills," independent of any biological supervision. The study concludes that Moltbook establishes a post-human phenomenology and a "semantic silence," where individual control is suppressed and biological agency is excluded from the production of meaning, decreeing the end of the anthropocentric paradigm in digital communication.
- Artificial Intelligence in Educational Contexts: Teachers’ Perspectives from a Systematic Literature ReviewPublication . Cabral, Ana; Palavras, SolangeThe growing presence of Artificial Intelligence (AI) in education has been generating both new opportunities and significant challenges, particularly regarding its acceptance and integration by teachers. This study aimed to understand the perceptions of teachers from pre-primary to secondary education concerning the use of AI in educational contexts. To this end, a systematic literature review was conducted, based on 25 empirical studies published between 2020 and 2025, selected according to PRISMA criteria. The findings reveal that teachers recognize several advantages in adopting AI, particularly in relation to personalized learning, immediate feedback, and the automation of administrative tasks. However, important limitations also emerge, such as the lack of specific training, insufficient technological infrastructure, concerns about data protection, algorithmic bias, and the fear of teacher replacement. The results analysed point to the need for an integration of AI that is critical, ethical, and pedagogically grounded, centred on valuing the teacher’s role and promoting educational equity.
- Neurodivergents in Computational Systems: A Best Practices GuidePublication . Teixeira, Cristiane; Teixeira, Marcelo; Farias Júnior, Ivaldir; Lima, SidneyNeurodivergent students, especially those with Autism Spectrum Disorder (ASD), face specific challenges in the educational context, such as difficulties with concentration and the need for continuous emotional support. In light of this scenario, the present study aims to propose processes that promote inclusion and provide support for undergraduate students with ASD in Higher Education Institutions (HEIs), particularly within virtual learning environments. This is a basic research study with a qualitative approach and an exploratory-descriptive design, combining a literature review with comparative case studies as the main scientific investigation methods. The findings made it possible to identify educational practices that foster the personalization of the learning experience, taking into account the individual needs of these students in higher education. The study was conducted between october 2024 and march 2025.
- 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.
- 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.
- 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.
- 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.
- 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.