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Abstract(s)
Numa sociedade entusiasmada com as novas tecnologias, a EducaĆ§Ć£o parece ser vista como uma Ć”rea analĆ³gica, onde o digital apresenta dificuldades de integraĆ§Ć£o. Assim, procurou-se compreender melhor a realidade portuguesa, sobre a qual escasseiam investigaƧƵes, mais concretamente aferir qual o papel que as tecnologias digitais representam nas salas de aula em Portugal e se a sua utilizaĆ§Ć£o acompanha uma reconfiguraĆ§Ć£o no processo educativo. Para tal, realizou-se um estudo de caso descritivo e analĆtico, com recurso a um inquĆ©rito a professores do ensino secundĆ”rio (responderam 110 professores de 13 Ć”reas disciplinares). Concluiu-se que as tecnologias digitais desempenham um papel instrumental e estĆ£o ao serviƧo do ensino e do trabalho do professor, mais do que da aprendizagem e do aluno, e que estas nĆ£o se fazem acompanhar de uma reconfiguraĆ§Ć£o do processo educativo, onde, apesar das novas tecnologias, predominam mĆ©todos tradicionais.
Abstract In a society excited about new technologies, Education seems to be seen as an analogical area, where the integration of the digital element is difficult. Thus, an attempt was made to better understand the Portuguese situation, in which investigations are scarce, specifically to verify the role digital technologies represent in the classroom in Portugal and if their use follows a reconfiguration in the educational process. To this end, a descriptive and reflective case study has been carried out, using a survey to high school teachers (from 110 teachers of 13 disciplinary areas). The study concluded that digital technologies play an instrumental role and serve teaching and the teacher's work, rather than learning and the student, and that those do not bring a reconfiguration of the educational process, where, despite the new technologies, traditional methods prevail.
RĆ©sumĆ© Le projet AGIRE (Apoio Ć GestĆ£o Integrada da Rede Escolar), issu d'un partenariat entre l'UniversitĆ© d'Aveiro, des entreprises liĆ©es Ć l'enseignement et Ć l'apprentissage (consortium e-xample) et le Groupe Scolaire Gafanha de NazarĆ©, a mis en place le concept Edulab qui vise lāadoption de pratiques pĆ©dagogiques innovantes et la promotion de compĆ©tences numĆ©riques des enseignants (et des Ć©tudiants). Pour cela, une formation a Ć©tĆ© mise en oeuvre au cours d'une annĆ©e scolaire avec 13 enseignants. Dans l'Ć©tude qualitative, les diffĆ©rents instruments appliquĆ©s ont rĆ©vĆ©lĆ©: i) que l'intĆ©gration des TIC dans les pratiques pĆ©dagogiques a Ć©voluĆ© de l'adoption Ć l'adaptation, selon la matrice TIM; ii) que les technologies utilisĆ©es ont transformĆ© les cours en sĆ©ances plus dynamiques, efficaces et motivantes et ont contribuĆ© Ć un apprentissage actif et significatif (selon l'analyse SWOT); et iii) des principes de bonne pratique, comme la mise en oeuvre de stratĆ©gies d'enseignement et d'Ć©valuation diversifiĆ©es utilisant des ressources Ć©ducatives digitales.
Abstract In a society excited about new technologies, Education seems to be seen as an analogical area, where the integration of the digital element is difficult. Thus, an attempt was made to better understand the Portuguese situation, in which investigations are scarce, specifically to verify the role digital technologies represent in the classroom in Portugal and if their use follows a reconfiguration in the educational process. To this end, a descriptive and reflective case study has been carried out, using a survey to high school teachers (from 110 teachers of 13 disciplinary areas). The study concluded that digital technologies play an instrumental role and serve teaching and the teacher's work, rather than learning and the student, and that those do not bring a reconfiguration of the educational process, where, despite the new technologies, traditional methods prevail.
RĆ©sumĆ© Le projet AGIRE (Apoio Ć GestĆ£o Integrada da Rede Escolar), issu d'un partenariat entre l'UniversitĆ© d'Aveiro, des entreprises liĆ©es Ć l'enseignement et Ć l'apprentissage (consortium e-xample) et le Groupe Scolaire Gafanha de NazarĆ©, a mis en place le concept Edulab qui vise lāadoption de pratiques pĆ©dagogiques innovantes et la promotion de compĆ©tences numĆ©riques des enseignants (et des Ć©tudiants). Pour cela, une formation a Ć©tĆ© mise en oeuvre au cours d'une annĆ©e scolaire avec 13 enseignants. Dans l'Ć©tude qualitative, les diffĆ©rents instruments appliquĆ©s ont rĆ©vĆ©lĆ©: i) que l'intĆ©gration des TIC dans les pratiques pĆ©dagogiques a Ć©voluĆ© de l'adoption Ć l'adaptation, selon la matrice TIM; ii) que les technologies utilisĆ©es ont transformĆ© les cours en sĆ©ances plus dynamiques, efficaces et motivantes et ont contribuĆ© Ć un apprentissage actif et significatif (selon l'analyse SWOT); et iii) des principes de bonne pratique, comme la mise en oeuvre de stratĆ©gies d'enseignement et d'Ć©valuation diversifiĆ©es utilisant des ressources Ć©ducatives digitales.
Description
Keywords
Tecnologias digitais Processo educativo Ensino secundƔrio Sala de aula Professor Digital technologies Teaching and learning process High school Classroom Teacher Edulabs IntƩgration pƩdagogique des TIC DƩveloppement professionnel des enseignants Pratique rƩflexive Bonnes pratiques
Citation
Almeida, P., (2018) Tecnologias digitais em sala de aula: o professor e a reconfiguraĆ§Ć£o do processo educativo, Da InvestigaĆ§Ć£o Ć s PrĆ”ticas, 8(1), 4 - 21.
Publisher
Centro Interdisciplinar de Estudos Educacionais, Escola Superior de EducaĆ§Ć£o de Lisboa