Educational Technology and Educational Management in the Higher Education: New Ways of Forming Professionals

Naura S. C. Ferreira, Monaliza E. O. Haddad, Adriano A. Faria

Doctoral Program in Education, Tuiuti University of Paraná, Curitiba, Brazil.
Learning and Development Institute, Araucária, Brazil.
Master and Doctorate Degrees in Education, Tuiuti University of Paraná, Curitiba, Brazil.

DOI: 10.4236/jss.2014.22002                

Abstract

Discussing the importance of Educational Technologies is essential for building the Educational Management in the Higher Education since it has a strong indication on the necessity of discussing problems that involve the scientific-technological context and the social context. Aiming to understand how the educational practice is dealt with and how it can add valuable contributions to the challenge of searching for knowledge. With this premise, we present the problem: How should we use the Information and Communication Technologies in Education for the Higher Education? What is the role of the teacher in the Higher Education and how his/her networking discourse contributes to create more symmetrical relations than the ones we have in a traditional educational context? Is the use of Information and Communication Technologies able to establish a new way of coexisting with a world that strives to become more human, demanding new means of intervention to humanize the relations? With these questions in mind, we developed a research with the objective of analyzing the usage of educational technology in the Higher Education. Nowadays, the Educational Technology has to be thought, learned and used as a resource and a mean to qualify and humanize everyone. This research was carried out through considerations and investigations on the Research Line of “Public Policies and Educational Management” of the Post-Graduation program in Education of the Tuiuti University of Paraná/Brazil. From this research, we could infer that using the Information and Communication Technologies in Education as a pedagogical resource is necessary as a valuable “support” in forming the creative and critical thought when the apprentice takes ownership of the theoretical-methodological and ethical-political basic principles of Information and Communication Technology.

Keywords

Education; Higher Education; Information and Communication Technologies; Pedagogical Resource

Conflicts of Interest

The authors declare no conflicts of interest.

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