Tangible Interaction and Teacher Education: Creating Resources for Students with Different Communication Processes

Abstract

There are still barriers to the use of technologies in the classrooms of Brazilian schools, including the education of teachers for Basic Education. This has made the use of computers, for example, in teaching activities in the classrooms difficult. The provision of disciplines that offer pedagogical planning and practice activities with a technological bias in initial education can minimize these difficulties. In this context, the tangible tabletop, which is a low-cost technological resource, was used in the planning of tangible ecological activities developed by teaching undergraduate students for children with differentiated contexts of communication. The results show that future teachers have achieved greater technological autonomy and capacity to increase the use of resources for students with communication deficits, favoring their learning and inclusion.