1. BRAZILIAN ICT EXPERIENCES: FACE-TO-FACE, VIRTUAL and BLENDED cristina@ucdb.br

2. South America

4. Contexts Face-fo-face – pre-service teachers Virtual - undergratuation courses Blended – group of studies and research

5. Face-to-face – pre-service teachers ( Language, History, Biology, Philosophy, Pedagogy) http://migreme.net/xo5http://migreme.net/xo5

6. Virtual – accountant undergraduation course/ moodle http://migreme.net/xnz http://migreme.net/xnz

7. Blended- face-to- face and virtual environments GETED www.grupogeted.ning.com www.grupogeted.ning.com

8. Can we change our familiar forms and routines of literacy education and of using technologies and get away from the syndrome of the new wine in old bottles and also from the 19 th century image seen into a contemporary classroom by the time travelers?

9. What are our challenges?

10. What is the role of the teacher toward these challenges?

11. What roles should we assume as educators, which conceptions of learning do we construct when dealing with ICT and how can we manage with all these complex contexts under a globalization perspective?

12. Community of practice? “These people don´t necessary work together every day, but they meet because they find value in their interactions. As they spend time together, they typically share information, insight, and advice. They help each other solve problems. They discuss their situations, their aspirations, and their needs. They ponder common issues, explore ideas, and act as sounding boards. They may create tools, standards, generic designs, manual, and other documents – or they may simply develop a tacit understanding that they share. However they accumulate knowledge, they become informally bound by the value that they find in learning together. This value is not merely instrumental for their work. It also stand each other´s perspectives and of belonging to an interesting group of people. Over time, they develop a unique perspective on their topics as well as a body of common knowledge, practices, and approaches. They also develop personal relationships and established ways of interacting. They may even develop a common sense of identity. They become a community of practice”(p. 4-5, WENGER et al, 2002)

13. Community of practice: Canada and Brazil http://grou.ps/communityofpractice/home