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Hybrid education: technology for learning

At Lumiar, we use technology as a means, not an end.


In an age when a child is able to search on Google before even knowing how to write, we work with hybrid teaching, a type of learning that means merging face-to-face meetings with non-face-to-face activities.

Common in higher education, basic education can also benefit from this learning model. Fábia Apolinario, Lumiar’s implementation manager explains how this works at Lumiar.


Ensino híbrido


“Lumiar recognizes the student in all its potential and organizes the curriculum with activities that lead him to develop a range of fundamental skills, such as autonomy and responsibility. In this context, hybrid education is important because technology allows the deepening of content worked in the classroom and creates opportunities for the child or teenager to co-plan learning objectives and the stages of their activities.

This is evident in the development of individual projects – moment of introspective and individualized study on a topic of student interest. In order to support the research, the students both carry out field trips, interviews and questionnaires, as well as research on the technological platforms, always guided by the tutor.


How hybrid teaching is structured

In 2018, a report from Clayton Christiensen showed that, despite a long way to go, Brazil has shown breakthroughs in the hybrid study. About 94% of respondents (teachers, tutors, directors, etc.) said they use some form of online learning – but that does not necessarily mean blended learning.

An analysis by the researchers is that many schools claiming to be hybrid are just “technology-rich.” That is: some schools use technology only to facilitate research, but they do not integrate it into the active construction of learning.

At Lumiar, we understand this challenge and, to overcome it, we believe that everything starts in the formation of the pedagogical team in this context. Tutors, masters, and other professionals need to appropriate technology in the making of education, but not to have it as an end in itself.

“We know that the use of technology does not always mean that its content or tools will be brilliant, in addition to understanding that technology alone does not guarantee meaningful learning,” notes Fábia.

In the development of projects, for example, research and treatment of information online at different times, and the possibility of students interacting with online masters in the development of projects – professionals that can be from Brazil as well as from anywhere in the world, in a true global community.

Technology, therefore, is an ally in order to deepen the content worked in the room and the search for new sources to enrich the repertoire or broaden the communication.