{"id":21207,"date":"2021-07-22T04:00:00","date_gmt":"2021-07-22T04:00:00","guid":{"rendered":"https:\/\/www.lightspeedsystems.com\/blog\/educational-technology-post-covid-k12\/"},"modified":"2024-12-05T22:58:21","modified_gmt":"2024-12-05T22:58:21","slug":"educational-technology-post-covid-k12","status":"publish","type":"post","link":"https:\/\/www.lightspeedsystems.com\/pt\/blog\/educational-technology-post-covid-k12\/","title":{"rendered":"Lidando com a perda de aprendizagem e a ruptura socioemocional"},"content":{"rendered":"
\n

\n
\n
\nTecnologia no ensino fundamental e m\u00e9dio p\u00f3s-COVID
\n<\/span>
\n<\/span>
\n<\/h2>\n

A pandemia de COVID-19 apresentou muitos desafios para alunos, educadores e pais. Alguns distritos escolares j\u00e1 haviam integrado a tecnologia em suas salas de aula antes da COVID-19, ent\u00e3o a mudan\u00e7a para o ensino \u00e0 dist\u00e2ncia n\u00e3o foi o maior obst\u00e1culo.<\/p>\n

A Lightspeed Systems teve a oportunidade de se reunir com Stacy Royster, Diretora de Tecnologia da Escolas da cidade de Opelika<\/a> em Opelika, Alabama, para relembrar como a pandemia impactou seu distrito escolar e obter insights sobre os desafios que eles tiveram que superar e os sucessos que celebraram. Nos concentramos na sa\u00fade mental de alunos e professores, perda e recupera\u00e7\u00e3o da aprendizagem, treinamentos para novos professores e sua perspectiva sobre o "novo normal" com a reabertura do seu distrito escolar para o ensino presencial.<\/p>\n

\n
\n
\nComo o fechamento emergencial de escolas impactou seu distrito em termos de EdTech?
\n<\/span>
\n<\/span>
\n<\/h3>\n

Nosso distrito fez a transi\u00e7\u00e3o para um sistema 2:1 \u2014 dois Chromebooks para cada aluno. Os alunos tinham um dispositivo para a escola e outro para casa. Isso reduziu bastante o risco de danos ou perda do dispositivo, pois eles n\u00e3o precisavam mais ficar carregando-os de um lado para o outro.<\/p>\n

Optamos por n\u00e3o levar os dispositivos para as casas dos alunos neste ver\u00e3o. Estamos deixando-os nas m\u00e3os das crian\u00e7as. No ano que vem, permitiremos que elas usem todas as op\u00e7\u00f5es online que analisamos e aprovamos. Temos um reposit\u00f3rio de aulas para o jardim de inf\u00e2ncia ao 5\u00ba ano e uma plataforma online completa para o 6\u00ba ao 12\u00ba ano.<\/p>\n

Portanto, para uma crian\u00e7a que ficou para tr\u00e1s durante a pandemia ou que tem lacunas, podemos atribuir instru\u00e7\u00f5es suplementares desse reposit\u00f3rio ou plataforma. Quando estiver em casa, o aluno pode trabalhar essas instru\u00e7\u00f5es com os pais. Os pais agora sabem mais sobre nossos padr\u00f5es e curr\u00edculo<\/a> do que nunca. Precisamos assumir esse envolvimento e lev\u00e1-lo adiante, e a tecnologia nos permite fazer isso.<\/p>\n

\n
\n
\nComo voc\u00ea est\u00e1 usando essas li\u00e7\u00f5es para a escola de ver\u00e3o e como elas ser\u00e3o usadas quando os alunos retornarem ao aprendizado presencial?
\n<\/span>
\n<\/span>
\n<\/h3>\n

Estamos usando essas aulas para suprir as lacunas de aprendizagem dos alunos com dificuldades, e n\u00e3o no n\u00edvel da s\u00e9rie. No nosso distrito, estamos em per\u00edodo de aulas de ver\u00e3o. Temos cerca de 600 alunos no campus que est\u00e3o tentando se atualizar antes do outono. Este ano, o objetivo das aulas de ver\u00e3o \u00e9 ajudar os alunos que n\u00e3o tiveram um bom desempenho em um ambiente de aprendizagem virtual.<\/p>\n

Com a escola de ver\u00e3o em andamento, estamos nos concentrando em aulas diferenciadas para o aprendizado online e complementando-as conforme necess\u00e1rio. Estamos usando nossas ferramentas tecnol\u00f3gicas para ajudar os alunos a preencher lacunas no aprendizado e recuperar o atraso em \u00e1reas nas quais ficaram para tr\u00e1s. Com a mudan\u00e7a para o ensino totalmente presencial no outono, tamb\u00e9m estamos oferecendo desenvolvimento profissional mais especializado para professores.<\/p>\n

Sabemos que muitos alunos vivenciaram perdas de aprendizagem, semelhantes \u00e0s esperadas ao longo de um ver\u00e3o. O que \u00e9 \u00fanico neste ano \u00e9 que a maioria das lacunas se deveu \u00e0s dificuldades que os alunos tiveram para se adaptar ao ensino remoto.<\/p>\n

\n
\n
\nPara alguns alunos, j\u00e1 faz mais de um ano que n\u00e3o interagem com os colegas. Voc\u00ea v\u00ea alguma preocupa\u00e7\u00e3o ou obst\u00e1culo em rela\u00e7\u00e3o \u00e0 aprendizagem socioemocional e \u00e0 sa\u00fade mental com o retorno integral do ensino presencial?
\n<\/span>
\n<\/span>
\n<\/h3>\n

Uma grande preocupa\u00e7\u00e3o que o ensino online em tempo integral trouxe \u00e0 tona \u00e9 a aprendizagem socioemocional. O isolamento dos colegas e professores tem sido angustiante e perturbador para os alunos, e a ideia de retornar \u00e0 sala de aula est\u00e1 trazendo ainda mais estresse. H\u00e1 uma preocupa\u00e7\u00e3o real com os efeitos duradouros na sa\u00fade mental de alunos e professores. Temos planos em vigor caso surja alguma preocupa\u00e7\u00e3o.<\/p>\n

Sou chefe de tecnologia h\u00e1 oito anos, e este foi o primeiro ano em que vimos alertas em nosso sistema para crian\u00e7as pequenas, alunos do ensino fundamental, indicando a possibilidade de automutila\u00e7\u00e3o. Um alerta chegou para um aluno do 2\u00ba ano que digitava um documento falando sobre tirar a pr\u00f3pria vida. Fiquei desanimado, mas vimos o alerta imediatamente e conseguimos intervir.<\/p>\n

Os relatos de casos de abuso infantil diminu\u00edram este ano, e um dos motivos para essa queda \u00e9 que os alunos n\u00e3o estavam na escola para que os professores vissem o que estava acontecendo. Os alunos n\u00e3o conseguiam se abrir com um conselheiro ou adulto de confian\u00e7a como antes da pandemia. Agora, precisamos ficar atentos a esses sinais de forma oculta, e os alunos divulgar\u00e3o essas informa\u00e7\u00f5es por meio da tecnologia. Eles digitar\u00e3o em uma pesquisa do Google, em um documento online ou em um chat privado, sem saber que estamos rastreando tudo isso. Ter a tecnologia para receber um alerta imediato<\/a> mudou minha vida de muitas maneiras.<\/p>\n

Tamb\u00e9m ativamos esses alertas para as contas dos nossos professores, pois eles tamb\u00e9m precisam de apoio. Os professores tiveram que lidar com um dos anos mais dif\u00edceis de suas carreiras. Eles buscam solu\u00e7\u00f5es online e buscam apoio de qualquer maneira poss\u00edvel. Agora podemos intervir com um simples telefonema, apenas para verificar como est\u00e3o, oferecer suporte e ajud\u00e1-los a encontrar os recursos necess\u00e1rios. A sa\u00fade mental dos professores \u00e9 uma das nossas principais prioridades, assim como a dos alunos.<\/p>\n

\n
\n
\nSeu distrito fez mudan\u00e7as na maneira como voc\u00ea responde e previne incidentes resultantes de problemas de sa\u00fade mental?
\n<\/span>
\n<\/span>
\n<\/h3>\n

Sim, temos. A introdu\u00e7\u00e3o da revis\u00e3o humana com Alerta de velocidade da luz\u2122<\/a> teve um impacto substancial em nosso trabalho. Isso nos aliviou, assim como aos outros funcion\u00e1rios da \u00e1rea de tecnologia, da necessidade de monitorar e-mails 24 horas por dia. Se algo exigir nossa aten\u00e7\u00e3o, recebemos um telefonema e decidimos o que fazer a partir da\u00ed. Algumas escolas do nosso distrito ficam em grandes rodovias interestaduais, e tivemos que lidar com sequestros de crian\u00e7as e coisas piores. Recebemos um alerta em nosso sistema que nos ajudou a impedir que um sequestro acontecesse. A seguran\u00e7a dos nossos alunos \u00e9 nossa maior prioridade.<\/p>\n

A nova tecnologia que integramos permitiu-nos mudar a forma como garantir a seguran\u00e7a dos alunos<\/a> Ao nos dar alertas antecipados por meio de comportamentos online e filtrar conte\u00fado perigoso e completamente inapropriado ao qual nossos filhos s\u00e3o expostos diariamente quando est\u00e3o online, essas tecnologias mudaram a forma como operamos.<\/p>\n

\n
\n
\nCom a press\u00e3o para que as escolas abram as portas e voltem ao normal, como ser\u00e1 a volta \u00e0s aulas no seu distrito neste outono?
\n<\/span>
\n<\/span>
\n<\/h3>\n

Retornar ao ensino presencial 100% n\u00e3o significa que retornaremos ao que viv\u00edamos antes da pandemia. Quando as pessoas descrevem o retorno ao normal, n\u00e3o ser\u00e1 o normal que existia antes da COVID-19. Ser\u00e1 um novo normal, em que expandiremos o uso dessa tecnologia rec\u00e9m-descoberta.<\/p>\n

Quer saber mais sobre Stacy?<\/strong>
\nAssista ao webinar sob demanda, Voltando ao normal: o que \u201cvolta \u00e0s aulas\u201d realmente significa<\/a><\/strong><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

A pandemia da COVID-19 apresentou muitos desafios para estudantes, educadores e pais.<\/p>","protected":false},"author":14,"featured_media":1172,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_yoast_wpseo_focuskw":"Learning Edtech","_yoast_wpseo_title":"Addressing Learning Loss and Social-Emotional Disruption: Edtech in K-12 | Lightspeed Systems","_yoast_wpseo_metadesc":"The COVID-19 pandemic presented many challenges to students, educators, and parents. 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