New Perspectives in Science Education

Edition 14

Accepted Abstracts

G Suite for Education: Bringing Google Classroom as a Perspective for Classrooms Using Mobile Devices

Arlindo Sousa Júnior, Universidade Federal de Uberlândia (Brazil)

Cleber Oliveira, Instituto Federal de Educação, Ciência e Tecnologia do Triângulo Mineiro (Brazil)

Viviani Alves de Lima, Universidade Federal de Uberlândia (Brazil)

Ana Flavia Dos Santos, Federal University of Uberlândia (Brazil)


The widespread advancement of mobile devices (DM) is changing the form of communication between students / teachers and the interest of incorporating the new Digital Information and Communication Technologies (TDICs) into the teaching and learning process in Basic Education. In this sense, this research seeks to investigate the possibilities of inserting, in a public school of Uberlândia-MG, Brazil, from the G Suite for Education (GSFE), Google Classroom, which is characterized as a technological resource operated in a virtual environment. We sought to evaluate their potentialities for mediation and space for students to approach the content in order to make it the protagonist of their learning process. Considering the aspects observed in the research, the school as a pedagogical space for exchange and interaction between the actors of the educational process has sought to insert technological tools to be used by teachers and students. On the other hand, some teachers still remain passive in the process of incorporation for different reasons, for example, academic formation, technical and pedagogical support, lack of interest. Using GC, through GSFE, enabled students to see that their smartphones can be an important work tool and not just a fun tool. It was initially perceived a certain resistance of the students who, gradually, were adapting and appropriating the resources offered by the GC, making the learning process much more collaborative. With the migration of print and digital activities, costs and environmental impact were reduced. In addition, delivering activities to multiple classes at once, viewing who delivered and assigning notes by adding private comments facilitated communication and interaction with students, as well as consolidate record keeping. Thus, it can be said that the teacher can find tools to help him promote educational activities, leaving the doors of classrooms open 24 hours a day. From the online activities, the GC stimulated interest in the proposed subjects, making the students active participants in the search for knowledge. It is also worth mentioning that the GC can be used for the exchange of experiences among teachers, and is therefore an instrument capable of modifying teaching and learning relationships.

Keywords: mobile devices, Google Classroom, teaching and learning process;

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