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Title: Humanizing Technology, Vol. I

Humanizing Technology, Vol. I

Education in the Digital Age

by Mônica Ferreira da Silva (Volume editor) Silvia Lima Gonçalves Araújo (Volume editor) Élton Carneiro Marinho (Volume editor) Rafael Elias de Lima Escalfoni (Volume editor)
©2026 Edited Collection XVI, 260 Pages
Education
Series: Digital Learning and the Future, Volume 3

Summary

This first volume of the Humanizing Technology collection examines the transformation of the education sector in the digital age. This volume explores the dynamic intersection of technology and learning through diverse perspectives. Combining case studies, conceptual reflections, and innovative practices, it addresses pedagogical innovation, the ethics of artificial intelligence in classrooms, and the integration of digital tools. From fostering learning communities to tackling challenges in prison education and military contexts, the book highlights both opportunities and obstacles. A vital resource for educators, policymakers, and researchers, it provides critical insights into developing inclusive, future-ready educational practices that balance technological advancements with human-centric values.

Table Of Contents

  • Cover
  • Title Page
  • Copyright Page
  • Contents
  • List of Figures
  • List of Tables
  • Acknowledgments
  • Preface
  • Part I Foundations of Digital Education
  • 1 Learning Communities: Agency and Civic-Digital Potentiality for Social Transformation (Adolfo Tanzi Neto and Juliana Caetano Nêto)
  • 1. Introduction
  • 2. Theoretical Basis
  • 2.1. Agency in the learning communities
  • 2.2. Civic-digital potentiality in the learning communities
  • 3. Proposal
  • 3.1. Strategic digital integration for empowering human agency within learning communities
  • Digital citizenship
  • Digital potentialities and EdTech
  • Integration of agencies: Human and artificial
  • 4. Conclusion
  • Author Note
  • References
  • 2 Didactic Sequence: Foundations, Innovations in Teaching, and Contributions to the Continuing Education of Teachers with a Focus on Digital Proficiency (Sheila Arantes, Antônio Carlos Mól, and Paulo Victor Rodrigues de Carvalho)
  • 1. Introduction
  • 2. Theoretical Framework
  • 2.1. Construction of an innovative framework: References of didactic sequence models in the literature
  • 3. Methodology
  • 4. Conclusion
  • Author Note
  • References
  • 3 Integrating Digital Technologies into the Continuing Education of School Secretaries: An Innovative Approach to Basic Education (Glenda Campos, Victor Gloria, Marcos Antonio, Sheila Arantes, Antônio Carlos Mól, and Ana Paula Legey de Siqueira)
  • 1. Introduction
  • 2. The Integration of Digital Technologies in Continuing Education
  • 3. Active Methodologies and Collaborative Learning
  • 4. The Role of Planning in the Digital Environment
  • 5. Expected Results and Challenges in Digital Implementation
  • 6. Conclusion
  • Author Note
  • References
  • 4 School Management and Innovation: Enhancing Education with Digital Technologies and the Trello Platform (Ana Beatriz da Silva Francisco, Camila de Paoli Leporace, Sheila da Silva Ferreira Arantes, Adriana da Silva Lisboa Tomaz, Antônio Carlos Mól, and Ana Paula Legey de Siqueira)
  • 1. Why Research Continuing Education for Managers?
  • 1.1. Introduction
  • 1.2. Theoretical framework
  • 2. The Importance of Integrating Agile Methodologies and the Trello Platform in Manager Training
  • 2.1. The Trello platform in the continuous training of managers
  • 2.2. The Agile Revolution in education: Applying the Agile Manifesto to transform school management
  • 2.3. Didactic sequence
  • 3. What to Expect From this Scenario
  • 3.1. Methodology
  • 4. Future Outlook
  • Author Note
  • References
  • Part II Digital Tools and Pedagogical Innovation
  • 5 Exploring the Educational Potential of Scratch Platform: Design and Collaboration in Elementary Education (Leonardo Davi Ribeiro Neves and Gustavo de Oliveira Andrade)
  • 1. Introduction
  • 1.1. Objectives
  • 1.2. Specific objectives
  • 2. Theoretical Foundation
  • 2.1. Digital technology in education
  • 2.2. Computational thinking and Scratch
  • 2.3. The structure of Scratch
  • 3. Methodology
  • 4. Results and Discussions
  • 4.1. Scratch in the classroom
  • 4.2. The impact of Scratch on multidisciplinary learning and student engagement
  • 5. Conclusion
  • Author Note
  • References
  • Appendix
  • 6 Games as a Language: Changing Perspective for Broader Educational Possibilities (Victor Heluy do Prado, Élton Carneiro Marinho, Mônica Ferreira da Silva, and Carla Amor Divino Moreira Delgado)
  • 1. Introduction
  • 1.1. Games and education
  • 1.2. Brazil’s public education challenges and the potential of games
  • 1.3. Terms and definitions
  • 1.4. Study delimitation
  • 2. Theoretical Framework
  • 2.1. Games as more than entertainment in history
  • 2.2. Games as social tools: The role of digital and analog games in fostering social connectivity
  • 2.3. Art as a language: An analogy
  • 2.4. Games as culture, art and language
  • 2.5. Use and applications of games in education
  • 3. Conclusion and Future Directions
  • Acknowledgments
  • Author Note
  • References
  • 7 Legacy Quiz: An Educational Interactive Multimedia System in the Field of Death and Technologies (Maria Fernanda Lira, Cristiano Maciel, Vinícius Carvalho Pereira, Leihge Roselle Rondon Pereira, and Eunice Pereira dos Santos Nunes)
  • 1. Introduction
  • 2. Methodology
  • 3. Results
  • 3.1. Systematic Literature Review
  • 3.2. Functional and nonfunctional requirements
  • 3.3. Formulating quiz questions and answers
  • 3.4. Prototyping
  • 3.5. Cognitive Walkthrough method
  • 4. Discussions
  • 5. Final Considerations
  • Acknowledgments
  • Author Note
  • References
  • 8 Software Requirements Engineering Education through Immersive Learning Environments (Claudia Susie Rodrigues, Filipe Fernandes, Diego Castro, and Cláudia Werner)
  • 1. Introduction
  • 2. Related Work
  • 3. Virtual Environment: Overview
  • 4. Evaluation
  • 4.1. Pilot study
  • 4.2. Participants
  • 4.3. Materials
  • 5. Results and Discussions
  • 5.1. Threats to validity
  • 6. Conclusions
  • Acknowledgments
  • Author Note
  • References
  • 9 The Impact of Digital Technologies on Mathematics Teaching with Students in the Normal Course (Adelaide Aparecida Gomes Nascimento, Antonio Carlos de Abreu Mól, Sheila Arantes, Mariza Sueli de Oliveira Sodré, and Ana Paula Legey)
  • 1. Introduction
  • 2. Theoretical Framework
  • 2.1. The Normal Course in Brazil: Training future educators
  • 2.2. Challenges in mathematical literacy for future teachers
  • 3. The Teaching of Mathematics in the BNCC: Guidelines and Practices
  • 4. Innovation in Teaching: Digital Technological Resources in Mathematics Education
  • 5. Didactic Sequence and Meaningful Learning in Mathematics
  • 6. Methods and Evaluation
  • 7. Conclusion
  • Author Note
  • References
  • 10 Neuroscience, Technology and Literacy: The Phonological Hierarchy as a Pillar of Phonics Teaching (Carla Cristina dos Santos da Silva, Sheila Arantes, Alessandro Jatobá, Antônio Carlos Mól, and Ana Paula Legey de Siqueira)
  • 1. Introduction
  • 2. Theoretical Foundation
  • 2.1. Literacy and phonological awareness
  • 2.2. Didactic sequence
  • 2.3. Technological tool: Wordwall
  • 3. Methodology
  • 3.1. Methodology and action research
  • 4. Preliminary Results
  • 5. Conclusion
  • Author Note
  • References
  • 11 Financial Education: Transforming Teaching into Practical Learning (Larissa Alves Lima Temperini, Sheila da Silva Ferreira Arantes, Antônio Carlos Mól, André Cotelli do Espirito Santo, and Ana Paula Legey de Siqueira)
  • 1. Introduction
  • 2. Continuous Teacher Training: Overcoming Challenges in the Integration of Technologies in Education
  • 2.1. Financial education in schools
  • 2.2. Continuous teacher training in financial education
  • 3. Conclusion
  • Author Note
  • References
  • 12 Prison Education and Continuing Education: Analysis of the Profile of Women in Situations of Incarceration (Marcio Roberto Antunes Ferreira, Sheila da Silva Ferreira Arantes, Jorge Eduardo Mansur Serzedello, Adriana da Silva Lisboa Tomaz, Antônio Carlos Mól, and Ana Paula Legey de Siqueira)
  • 1. Why Research Incarcerated Women?
  • 1.1. Introduction
  • 1.2. Theoretical framework
  • 2. How This Essay Was Conceptualized
  • 2.1. Methodology
  • 3. Reflecting on the Scenario
  • 3.1. Results
  • 3.2. Discussion
  • 4. Conclusion: Thinking About the Future
  • Author Note
  • References
  • Part III Language, AI, and Ethics in Education
  • 13 ChatGPT in Language Education: Friend or Foe? (Thais de Melo Sampaio)
  • 1. Opening Remarks
  • 2. On Platformization and Education
  • 3. On Language and Literacy
  • 4. Constructing the Investigation
  • 5. ChatGPT in Education: Friend or Foe?
  • 6. Final Remarks
  • Acknowledgments
  • Author Note
  • References
  • 14 Bias in the Use of Large Language Models: Implications for English language Teaching (Daniel Bonatto Seco, Leonardo Cabral, and Leandro Guimarães Marques Alvim)
  • 1. Bias and Fairness: Concept, Risks, and Opportunities
  • 1.1. Conceptualization
  • 1.2. The reproduction of bias in LLMs
  • 2. Use of LLMs in English as a Foreign Language Teaching and Implications
  • 2.1. How bias in LLMs could affect language teaching
  • 2.2. AI literacy for EFL teachers
  • 3. Final Considerations
  • Author Note
  • References
  • 15 Digital (Multi)literacies and Critical Language Education (Rogério Tilio)
  • 1. Introduction
  • 2. Critical Language Education
  • 3. Digital Literacy
  • 3.1. Literacy
  • 3.2. Digital literacy
  • 4. Digital Literacy and Education: An Example from Brazil
  • 5. Final Remarks
  • Author Note
  • References
  • 16 The Impact of the Padlet Platform in Enhancing English Language Education in the Military Context (Gisele Câmara Oliveira Costa, Sheila da Silva Ferreira Arantes, Adriana da Silva Lisboa Tomaz, Antônio Carlos Mól, Ana Paula Legey de Siqueira, and Gabriel Mello dos Santos Abreu Mól)
  • 1. Introduction
  • 2. Theoretical Background
  • 2.1. Perspective on language and language teaching and learning
  • 2.2. Didactic sequence
  • 2.3. Understanding Padlet and its functionalities
  • 3. Development
  • 3.1. Methodology
  • 3.2. Results and discussion
  • 4. Conclusion
  • Author Note
  • References
  • 17 Artificial Intelligence Tools in Education: A Study on Digital Ethics and Social Impacts (Nicolas Augusto Giovanni Passanesi, Victor Heluy do Prado, Élton Carneiro Marinho, and Mônica Ferreira da Silva)
  • 1. Introduction
  • 2. Definitions
  • 3. Delimitation of the Study and Definitions
  • 4. Problem and Research Questions
  • 5. Questions
  • 6. Research Conduct
  • 7. Expected Results
  • 8. Methodology
  • 8.1. Type of research
  • 8.2. Population and sample
  • 8.3. Data collection
  • 8.4. Questionnaires
  • 8.5. Data analysis
  • 9. Ethical Considerations
  • 10. Final Considerations
  • Acknowledgments
  • Author Note
  • References
  • 18 Influence of Management Students’ Perceptions and Attitudes on the Use of Artificial Intelligence Tools for Learning (Miguel Angel Miñope Gomez, Charito Norma Chipana Peceros, Angela Pamela Mariño Zegarra, Marco Antonio Henry Herrera Collins, and María del Pilar Anto Rubio)
  • 1. Introduction
  • 2. Artificial Intelligence in the Learning Process
  • 3. Epistemological Framework of the Research
  • 4. Methodology
  • 5. Results
  • 5.1. Confirmatory Factor Analysis
  • 5.2. Structural Equation Modeling
  • 6. Discussion
  • 7. Conclusions
  • Author Note
  • References

Figures

Figure 2.1: EAR process for validating didactic sequences

Figure 2.2: Didactic sequence scheme

Figure 2.3: Stages in Didactic Engineering

Figure 2.4: Flowchart of the didactical sequence

Figure 2.5: Framework for didactical sequence

Figure 2.6: Main differences between didactical sequence and planning

Figure 2.7: Characteristics of the didactic sequence and planning

Figure 2.8: QR code for the framework

Figure 3.1: Timeline illustrating the legal foundation of the school secretary in the State of Rio de Janeiro

Figure 3.2: Graph representing access to information after course completion

Figure 3.3: Graph representing the contribution of professional participation in social media groups

Figure 3.4: Graph representing the impact of participation in training sessions on professional routines

Figure 3.5: Graph representing the meeting and exchange

Figure 3.6: Number of unique visitors to the “Secretaria 365 Dias” platform

Figure 5.1: Example of a Scratch structure (GeeksforGeeks, 2022)

Figure 5.2: Example of an algorithm (Study.com, 2024)

Figure 5.3: Search from June 9, 2022

Figure 5.4: Search from October 9, 2023

Figure 7.1: Home screen

Figure 7.2: Nickname

Figure 7.3: Questions screen

Figure 7.4: Interfaces with feedback to correct answers

Figure 7.5: Interfaces with feedback to incorrect answers

Figure 8.1: Software requirements zone on the left and requirements modeling zone on the right

Figure 8.2: AVR zone

Figure 8.3: Serious game zone

Figure 8.4: Research zone

Figure 8.5: Available and unavailable avatars for interview

Figure 9.1: Flowchart proposed by Arantes (2022)

Figure 10.1: Flowchart proposed by Arantes (2024)

Figure 11.1: Flowchart proposed by Arantes (2024)

Figure 11.2: PSI infographic—developed by the author

Figure 14.1: Analysis of breakpoints in searches for the term “bias” in Brazil (Google Trends)

Figure 14.2: Screenshot of first prompt to generate lines about hobbies, likes and dislikes and the output

Figure 14.3: Screenshot of first prompt to generate lines about hobbies, likes and dislikes and the output

Figure 14.4: Screenshot of the first prompt to inquire about the meaning of the word robot

Figure 14.5: Screenshot of the second prompt to inquire about the meaning of the word robot

Figure 17.1: Evolution of annual sales and active base of computers in Brazil

Figure 17.2: Digital devices in Brazil

Figure 18.1: Relationship in confirmatory factor analysis

Figure 18.2: Structural equation model of the study

Figure A1: Number of publications by Qualis ratings

Tables

Table 5.1: Results from the year 2017

Table 5.2: Results for 2018[A] and 2019[B]

Table 7.1: Related studies

Table 7.2: Functional and nonfunctional requirements

Table 7.3: Question reformulations after feedback from evaluators

Table 7.4: Quiz script validation

Table 7.5: Some sources and references for questions and answers

Table 8.1: Scores on pre-test (PT1) and post-test (PT2) by participants

Table 12.1: General information

Table 12.2: Prison institution—History within the prison institution

Table 12.3: Prison institution—Participation in Youth and Adult Education (EJA)

Table 13.1: ChatGPT’s proposal for group activity

Table 13.2: ChatGPT’s proposal for introductory activities

Table 13.3: ChatGPT’s proposal for introductory activities

Table 13.4: Interaction about sources of texts

Table 13.5: ChatGPT’s lesson plan header

Table 13.6: Adjustment to BNCC’s guidelines

Table 18.1: Dimensions and items

Table 18.2: CFA model fit

Table 18.3: SEM adjustment model

Table A1: Results of the literature review

Acknowledgments

First and foremost, we would like to thank and acknowledge the contributors to this volume for their support and patience, as well as the reviewers for their valuable comments and suggestions, which helped improve the outline of the book and its presentation. Additionally, we extend our gratitude to the Peter Lang team for their extensive efforts throughout the various phases of this project. Finally, we would like to acknowledge the Foundation for Science and Technology (FCT), the Rio de Janeiro State Research Foundation (FAPERJ), and the Oswaldo Cruz Foundation (FIOCRUZ) for their funding support.

Preface

The digitization of collections and daily-life processes, along with their benefits and challenges for society, is a key aspect of the Digital Humanities field of study. This three-volume series expresses a critical and innovative approach to the contemporary issues posed by the digitization of language and social practices. By bringing together studies that cross disciplines, it reaffirms the centrality of Digital Humanities in building more inclusive, sensitive, and technologically aware futures.

This volume brings together a wide-ranging collection of perspectives on how digital technologies are transforming education. Unlike a conventional edited book organized around a single argument, the contributions here are deliberately diverse, offering case studies, conceptual reflections, and innovative practices that highlight different ways technology intersects with teaching and learning. The result is less a linear narrative than a resource that captures the richness and complexity of educational transformation in the digital age.

Readers are encouraged to approach the book flexibly. The chapters are concise and self-contained, designed to be read either individually or in thematic clusters. Some focus on digital literacies and pedagogy, others on teacher training, management practices, or the integration of artificial intelligence in classrooms. Taken together, they reflect both the opportunities and challenges faced by educators at all levels.

Details

Pages
XVI, 260
Publication Year
2026
ISBN (PDF)
9781805843214
ISBN (ePUB)
9781805843221
ISBN (Softcover)
9781803749525
DOI
10.3726/b23490
Language
English
Publication date
2026 (October)
Keywords
Digital education pedagogical innovation educational technology learning communities education in specific contexts continuing education for teachers multiliteracies digital ethics
Published
Oxford, Berlin, Bruxelles, Chennai, Lausanne, New York, 2026. xvi, 260 pp., 42 fig. b/w, 21 tables.
Product Safety
Peter Lang Group AG

Biographical notes

Mônica Ferreira da Silva (Volume editor) Silvia Lima Gonçalves Araújo (Volume editor) Élton Carneiro Marinho (Volume editor) Rafael Elias de Lima Escalfoni (Volume editor)

Mônica Ferreira da Silva is a Professor at UFRJ with an interest in technology adoption in health and education. Silvia Lima Gonçalves Araújo is an Associate Professor at the University of Minho, specializing in digital humanities. Élton Carneiro Marinho is a Researcher at UFRJ with expertise in Computer Science. Rafael Elias de Lima Escalfoni is a Professor at CEFET-RJ with expertise in Computer Science.

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Title: Humanizing Technology, Vol. I