RESUMO
This article aims to analyze the experiences of teachers on the uses of ICTs in the development of teaching practices within the framework of a new learning ecology. We use the SAMR model to scale the levels of ICTs contributions in each practice. 116 teachers from a public educational institution in Brazil answered a questionnaire during the pandemic scenario, while conducting emergency remote teaching. Teachers declared to develop the teaching practices with the integration of ICTs at the levels of Augmentation and Modification by correspondence to the SAMR model. Based on the analyzes carried out, we propose some reflections that help to rethink this model and to understand the second-order barriers that prevent the effective integration of ICT in teachers' practices.
Assuntos
Humanos , Intervenção Educacional Precoce , Educação Infantil , Psicologia da Criança , Educação , PsicologiaRESUMO
The retrieval of surface emissivity in the 8-14-microm region from remotely sensed thermal imagery requires channel-averaged values of atmospheric transmittance, path radiance, and downwelling sky flux. Band-pass resampling introduces inherent retrieval errors that depend on atmospheric conditions, spectral region, bandwidth, flight altitude, and surface temperature. This simulation study is performed for clear sky conditions and moderate atmospheric water vapor contents. It shows that relative emissivity retrieval errors can reach as much as 3% for broadband sensors (1-2-microm bandwidth) and 0.8% for narrowband instruments (0.15 microm), even for constant surface emissivity. For spectrally varying surface emissivities the relative retrieval error increases for the broadband instrument by approximately 2% in channels with strong emissivity changes of 0.05-0.1. The corresponding retrieval errors for narrowband sensors increase by approximately 3-4%. The channels in the atmospheric window regions with lower transmittance, i.e., 8-8.5 and 12.5-14 microm, are most sensitive to retrieval errors.