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Mediatic Transposition- From conventional classroom to face-connected classroom - Results of a Brazilian Research
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, , Universidade de Brasília, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The focus of this article is to introduce the Mediatic Transposition concept with a reference based on the results of a Brazilian research project that sought to identify impacts of Internet videoconferencing (webconferencing) use in education with an emphasis on the changing role of teachers brought on by this new technology. The ethnographic study identified how the teaching tasks changed when pupils and instructors interacted face to face, mediated by technology, using a synchronous communication tool in a hybrid mode of education. This new educational environment in cyberspace is the face-connected classroom. The research took as its starting point studies related to the Didactic Transposition (CHEVALLARD, 1997) and the research addressed changes in teaching practices that were identified and analyzed, specifically those that impacted on the role of instructors during the transition from conventional to face-connected classrooms that are characteristic of Mediatic Transposition.

Citation

Garonce, F. & Santos, G. (2010). Mediatic Transposition- From conventional classroom to face-connected classroom - Results of a Brazilian Research. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1689-1698). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .