Potentialities and limitations of different digital tools for remote teaching of Natural Sciences and Mathematics

Abstract

The pandemic situation caused by the SARS-CoV-2 forced, in March 2020 and other subsequent moments, the suspension of face-to-face teaching and the adoption of remote teaching. This exceptional situation created constraints and opportunities for the School, demanding an unparalleled effort from teachers to ensure that students' learning was not compromised. In this process, digital resources minimized the impact of physical barriers. We sought environments that would enhance participation in school activity and increase communication between educational agents, fundamental aspects for the success of learning.

This investigation included 45 students from the 6^th grade of a public school in Porto. We sought to understand the potential and limitations of three digital tools (Seesaw, Google Classroom and Pear Deck) for the teaching and learning process, in Mathematics and Natural Sciences, in remote teaching. Through a qualitative methodology of a case study, field notes were collected, written productions analyzed and responses to the questionnaire given to the students. The data obtained revealed advantages in the use of these digital tools. Specifically, in the development of autonomy, digital skills and student responsibility in the learning process. There was a greater interaction between educational agents, favoring a great motivation for all.