THE CELL PHONE AS PEDAGOGICAL MEDIATION IN HIGH SCHOOL
TL;DR
It is concluded that the didactic sequence demonstrated that the cell phone, when used pedagogically, fosters student engagement, broadens interest in the content, promotes autonomy in information seeking, and stimulates collaborative learning, making the teaching of Biology more dynamic, innovative, and effective.
Abstract
This article shows that technology in education has become increasingly inevitable, particularly in its pedagogical application as a strategy to improve teaching and learning. The research, with a qualitative, observational, and experimental approach, was conducted at Escola Estadual Solon de Lucena (SEDUC-AM) with twenty second-year high school students. The objective was to implement and analyze a didactic sequence in Biology, using mobile cell phones as a pedagogical resource. The activity, focused on the theme Human Muscular System, was developed in stages with the support of digital applications such as Google, Wikipedia, Khan Academy, Human Body, Canva, and WhatsApp. The proposal was based on theoretical references from Piagetian constructivism and authors who discuss Digital Information and Communication Technologies, such as Lévy, Moran, Santaella, Rojo, and Prensky. The didactic sequence was structured according to Zabala framework, which guides the organization and progression of activities, ensuring methodological coherence. The results revealed greater student engagement, improved understanding of Biology concepts, and the development of digital, critical, and collaborative skills. It is concluded that the didactic sequence demonstrated that the cell phone, when used pedagogically, fosters student engagement, broadens interest in the content, promotes autonomy in information seeking, and stimulates collaborative learning, making the teaching of Biology more dynamic, innovative, and effective.