ABSTRACT
The dynamics of a globalized society brought by the WWW (World Wide Web) has demanded more changes in the educational processes that meet the cyberculture needs. The increased supply of undergraduate Internet courses has allowed the study and improvement of educational practices with interactive Web 2.0 interfaces (Silva, 2010; Santos, 2006; Okada, 2006) and three-dimensional (3D) online virtual worlds (Mattar, 2008; Morgado, 2007; Schlemmer & Backes, 2008). In this sense, training teachers to act in an articulated and coherent way with digital communication technologies is an essential and urgent challenge. The lack of investments in teacher education has led to the simple transposition of content and face-to-face classroom practices supported by the paradigm of transmission (Silva, 2010) and also the underutilization of Web 2.0 interfaces.
