The playful aid-technology teaching methodology


SABINO, Salmone Ferreira [1]

SABINO, Salmone Ferreira. The playful aid-technology teaching methodology. Multidisciplinary Core scientific journal of knowledge. Year 1. Vol. 9. pp. 107-117, October/November 2016. ISSN. 2448-0959


The teaching method is the basis of the whole process of learning in which students are in the classroom. It is important to emphasize that as in other areas, education, generally speaking, is constantly evolving and that it takes a periodic re-evaluation of the entire system to understand and apply the best options for teaching and assessment of students. This work aims to understand the addition of new teaching methods as an aid for a new formulation of a smart methodology and updated. Also seeks to understand how technology can in fact create a new mentality through education and other technological means, still inside the classroom. Finally, it aims to report the various difficulties that the full integration of a new methodology will suffer with the old school mentality that has and other problems in society today. On these issues, we can say that the whole process of student learning should be targeted so that it can achieve its objectives with as much assistance as possible, thus arousing the interest, motivation and focus of the student with the subject in question. The recommended is to have this type of integration in all matters, after all there is no sense in applying changes on a system to only a matter in question.

Keywords: methodology, playful, technology, evolution, teach, tablet.


Since small children are presented with games and interactive games in the classrooms to encourage creativity and stimulate the development of the same, and it is with this type of learning that the child usually has his first contact with education in the classroom.

As the child grows, your priorities and mindset change, so it is normal that the teaching method change over the years that pass. However, having a teaching methodology that is made on the basis of playful moments inside the classroom, as well as in early childhood education, being the big difference today so that students can get the best out of the subjects that they study.

It is with this mentality in school that it is possible to carry out several modifications and integrations to teaching methodology, because it fit the needs of the student is increasingly difficult. With this ideal, it is remarkable to identify how technology is being a great ally of professor and general education in several countries.

As examples, the replacement of the notebook by the tablet is being applied by not only serve as a place of writing, as well as in the book, but also for being connected to the internet, the largest media outlet in the world. With that in hand, students and teachers can, for example, have access to all the necessary handouts easily in one place, as well as the freedom of own teacher to innovate your teaching method, and then integrate the playful moment with the addition of these mobile devices within the classroom.

The cooperation of both sides, whether teacher or student, it is necessary to prevent a deviation in the teaching-learning aspect, because with the possible inclusion of technological equipment in room arise new problems to be tackled, such as the creation of a teaching plan that suits the needs of students who make use of technology, management of equipment , the investment needed for each room/student, balance the question social-personal contact with the social-virtual contact, the diversion of both the student and the teacher, the students ‘ evaluation and the ease in excess also of both sides, we can lose sight of what in fact about the issue of “easy”.

This work aims to portray the issues of this combination of playful education with the integration of technology, showing research of places, cities and countries, who are already using this alternative to teaching and the results of that change, which are both positive as negative for students, teachers and the educational system in General.


So if there are changes in a teaching methodology, an important reason is required for the necessary preparations. This reason is not hard to find, the evolution is present in all aspects of human life, be they social or not. Children 50 years ago did not have the same methodological education than those of today, and 50 years from now probably won’t, so the thought of renewal in learning should always be focused on the present and the future; children must learn today to be able to change the future of others, and that’s how the cycle must be.

Formerly in Brazil, the thought of the fathers of the students was also another. Raymundo (2006) comments that there was always an authority exercised upon the parents ‘ children, but that has always been in excess when it came to a more ancient period. Around the years of 1980, the mentality of parents on their children was completely different when it came to education, since it was believed that it should come almost entirely, so the behavior was common authority. Today the situation is not the same, the largest mass of parents believe that teaching should come in parallel with the school, or complete on her part.

Given this, one can understand how the everyday school has a social-educational level high level: the needs are different in that the mentality is different. Topics that were formerly banned being discussed in class or ignored by parents today are treated case pass unnoticed; Today students have this freedom to question about any subject.

Teacher-student relationships also suffered constant changes over time. Subir (2009) reports that used to be authoritarian teacher just like the parents of that time, was treated as authority over everything and everyone “. The respect existed, but it was not natural, but rather imposed by the system and mindset of the time, all with the kind permission of the parents. Currently, this ideal is completely off the charts of schools with possible severe punishment to those who carry out such practices.

It is undeniable how over time there have been severe changes both in behavior within the room as well as in the educational system. Today, the school is bigger than before, and with it new questions and problems: “how to teach effectively today? How to deal with the behavior of the students? How to encourage the study? “. Are examples of concerns like this that the school needs to deal in everyday life, and the solution is usually found in activities and a teaching that promotes and is focused on relaxation and motivation of the student: the playful.

Juliana (2006) CITES: “the play and the play are acts necessary for the physical, emotional and intellectual health and have always been present in any people since the ancient times.” As previously stated in the introduction to this work, more specific regarding children, the Act of playing and play are important and facilitate the teaching, but it is important to understand that this type of methodology in room can and should be used more often in all stages of schooling, whereas the performance increases significantly, which is something that the educational system is aware and is working for teachers using the playful whenever possible.

Amid the ease to find so much information, due to technology in parallel with the freedom that was conquered from time to time by the students in the room by the natural process of evolution education, teachers increasingly faced with the option of using the playful in their materials.


With the increasing questions about the best way to teach today, the playfulness remains one of the best alternatives for those who want to teach so “fun and consistent”. The fun is something implicit, but that should not involve only the fun content, but also the person itself, causing there to be a certain unity in with what’s going on and what you teach. On the other hand, have cohesion in playful practice must be essential so that if there is content domain and at the same time this don’t run much of the teaching plans, thus ensuring not only the quality of education but of learning and correct evaluation of the students.

The moment, or playful activity, can be understood as any practical or theoretical activity that cause pleasure and entertainment to which the practice and, in some ways, who are applying, too. Livi and Olimpia (2012), point out that the subject of playful, specifically in the area of early childhood education, is discussed frequently in the present day because the use of the practice in teaching methodology has been proven that the child there are several positive points in the application of method: “free to play, emotion, socialize …”, and that above all “speeds up your teaching-learning”.

Playful practice in daily life is essential for children, but it is important to discuss what it is, and can also be as crucial as in the infant period and adolescence and in adults. However, there is some doubt of why if there is this activity less frequently in periods where students now are independent.

In adolescents and adults, is understandable a playful activity within the room occur with less intensity, mentality and need them are completely different from children, not to mention the evolutionary aspect as seen previously. However, the possible application of a playful moment during this period can increase student learning and facilitate the teaching-learning, if applied correctly. Jonathas (2007) comments on the advantage of a playful teaching aimed at students of legal age, “making the teaching/learning process of languages more motivated, relaxed and pleasant, relieving certain tensions that are loaded by humans due to the constant stress of everyday life.”

Seen how important a playful activity in the life of the professor and his students, Marisa; Wendy; Meracy; Jeane and Aparecida (2012) conducted a survey on Municipal school little Jesus, Mato Grosso, and confirmed unanimously with their teachers teaching efficiency with the application of playful practice in room: 100% of respondents stated that the teaching-playful assists in “construction of student’s knowledge”. (Source: survey data from the authors)

With the various advantages that can come from a methodology that is flexible as to the integration of classroom activities, it is important to note that this practice should serve as just the teacher, not replacing all the way through a method of teaching and that there are several other options as to what to use as a facilitator of education between teacher-student and vice versa.

Before a period in which is always welcome any educational assistance, such as playfulness, is to highlight what the technology can do today to help in the learning process. As seen previously in the introduction to this work, the possible integration of tablets in the room is already being questioned as a possible replacement of the notebook. But with a device so modern, it is possible to discuss whether a mobile device as the tablet can also be used as a playful activity in the classroom.


It is crucial that schools today enjoy technology, more specific as a supportive of education, leaving aside issues related to infrastructure, for example, that are important, but they are not the focus of this work. In a world filled with constant technological innovations, it is not difficult to understand why a place like school would not use of innovations. Of course, not all the technological options are viable for a local school, but with the addition of devices like the overhead projector and the computer for example, it’s easy to understand why the use of the same: the aid.

The proven technological aid room is the biggest reason there is an integration of these devices today, and probably more resources should continue to be integrated since we are in a period in which the evolution, mainly by technology, is growing quickly. We understand today that digital technology for example, help in certain points of teaching: in the Organization and preparation of the teacher, in visual interpretation, in the pronunciation of words of another language, discussions in class or in virtual forums and verification of data. (Source: Universia Brazil).

It is generally understood today by technology as something futuristic and innovative, which is not wrong, but formerly features like Blackboard, the writing and the press were in fact treated as technology. What does not change from that period to the present day are the reasons you would use a feature that only has to facilitate the teaching of professor.

On issues such as this, one can easily understand why it is so important that the school today take advantage of technology in the classroom, not only for being somewhat updated, but for being, as already said, a supportive of the teaching-learning process. With this kind of idea, the integration of mobile devices is currently widely passed on and also criticized as a possible replacement of the notebook.

The tablet or tablet PC (Personal Computer) is a mobile device with a rectangular shape, where focuses on one side the screen ensures the visual feature. Is a technology that began around 1993 and has been improved over the years. In 2002 Microsoft enshrined in fact the tablet PC (with touchscreen feature, touch screen), but 2010 was that there was a popularization of the device when Apple released the iPad. Of 2010 to date, have passed only 6 years, but it was enough to change a whole world with its technology, not only in financial terms and of innovation, but also as its integration in the room.

Talking about the tablet in the room tonight is a sensitive issue to be discussed because it is a somewhat recent technology, but his trial was frighteningly fast: a year after the launch of the iPad, Brazilian schools were already using the device in such a way, that started a great repercussion on the optimum amount of acceptable technology for the teacher and the students.

But why integrate technology so recent in the classroom? As the appliance in question has access to the internet and a visual feature large enough to be compared with a notebook, the amount of resources that can be obtained through a single tablet can be practically infinite, which could help in reducing spending to buy various Pligg for each matter, since now she could be displayed with the digital form. Angelica and Caroline (2013) comment that “technological inclusion is taken as an opportunity to further enrich the teaching, the student’s interest and stimulate learning…”.

The role of the teacher is to be crucial in the integration of a device like the tablet in this room because with the ease of obtaining information, the challenge of performing an interesting lesson in the midst of so many possibilities that can be useful and auxiliadoras of education. This is the kind of issue that can also integrate the issue of playful with the appliance.

The tablet can also be used to play, this is nothing new. But use educational games in class, in addition to being considered a novelty, is an example of technological aid that can be efficient in time to teach both children and adults in the classroom. With that in hand, who will decide what to do when using the appliance is professor, and a universe of possibilities, open new doors for a new methodology and constant challenges to ensuring a quality education.

In 2012, the MEC (Ministry of education) bought about 600,000 units of the mobile device to be distributed in several regions of the country (source: G1, São Paulo). This is a meaningful data, seen how recent is the popularity of the device, and shows how technology should serve the educational teaching from time to time. Of course with this kind of acquisition, appear several points that should be discussed. A positive point, the integration of this type of technology encourages student and teacher with the facility to obtain information, but there are matters which has been questioned with this new type of methodology.

A recent survey made in April 2016 at MIT (Massachusetts Institute of technology) revealed that the performance of students who use tablets or laptops in the room is lower than those who did not use the same. One of the hypotheses that explain the reason for this is that, with the device in hand, the student gets distracted very easy, accessing e-mail, communicating with other people, and therefore there is a due focus on what the teacher is teaching at the time. The other hypothesis is that the notes made in the tablet are not what the student learned, but a direct transcription of what the teacher is talking. Given this, it is important to mention that the institution itself reaffirmed the importance of the constant integration of technology in the classroom, but it is necessary a rigid system about the adoption of these acquisitions for a updated and efficient education, so with several possibilities of what to do in the room with a new technological device, it is also the question of what not to do with the same device (source : THE GLOBE).

It is important to mention the culture shock that occurs when a device like the tablet enters inside the room to assist the teacher. Many don’t even have used the appeal personally, and so there is a certain need for both professor as student being mutually learning, what can be a very positive for both sides, because there should be an understanding that this type of device is a great facilitator of education, not the other way around. The prejudice must be left aside and the concern to have the opportunity to enhance and facilitate the knowledge of students and teachers is one of the reasons why today’s technology into the classroom and should continue to be integrated in that it evolves.


An updated methodology is a constant challenge for part of teaching and of the people who compose it. Be updated not necessarily linked only to technology, any feature that can be used and ensuring a quality teaching and learning for the current generation and to awaken those who teach and learn the continuation of knowledge for future generations is always welcome.

Given this, this work had focused on part of the playful and technological education since they are two great teaching aids and are, even though not yet fully integrated together, the future of education, since show performances and possibilities of a world with pranks and information with the facility that are expected in the midst of so many technological features of everyday life.

Barriers must be broken over time, but there will always be a challenge for all students viewed as the world is always evolving and the mentality of society is never the same, but you should never ignore what may one day help everyone.

The student performance should always be evaluated to the extent that new helpers a methodology are integrated in the living room, this serves to ensure that what has been recently added was indeed important to facilitate communication and understanding of teaching and learning. In the same way that students are evaluated, teachers should understand how to properly evaluate as its methodology suffer changes due to new features, whether technological or not.

With that in mind, it is important to note that the role of the teacher in the room or not, should still be treated with a maximum respect for being the grand master that carries the information, the knowledge that teaches students and that should arouse the dream inside of each person on the journey for the pursuit of passion for teaching.


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[1] Technician in Digital Games programming for the UniCEUB of Brasilia/DF. Technologist in digital games IESB University Center of Brasilia/DF.


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