As Tecnologias de Informação e Comunicação como facilitadoras das aprendizagens das crianças com necessidades educativas especiais
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2011
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O presente trabalho de investigação tem como objectivo geral avaliar a eficácia das Tecnologias de Educação e Comunicação nas aprendizagens das crianças com Necessidades Educativas Especiais.
Para isso, fizemos o estudo de caso de duas crianças com NEE (Necessidades Educativas Especiais), que no seu percurso escolar, já evidenciavam sinais de saturação de um ensino tradicional, nas suas aprendizagens. Para isso, foi necessário motivar estas crianças, e levá-las para uma aprendizagem mais lúdica, em que, sem darem conta, jogando aprendiam.
Os instrumentos utilizados para a recolha de dados foram as conversas informais com os professores das turmas e os auxiliares de Acção Educativas, a Observação Participante e finalmente registos que eram feitos em grelhas de registo e avaliação.
Os resultados obtidos a partir das análises das grelhas de observação permitem-nos afirmar que, na verdade, as TIC (Tecnologias de Informação e Comunicação) são uma mais-valia para a aprendizagem das duas crianças em estudo, crianças com Necessidades Educativas Especiais.
Os CDS utilizados proporcionam uma boa interacção entre as crianças e os jogos. As actividades, que são oferecidas são estimulantes e levam as crianças a melhorarem a sua atenção, o seu raciocínio, a sua concentração, através de um feedback, que as incentiva a aprender mais e melhor. É de realçar que a maneira como as actividades estão organizadas e as ajudas que dão, levam a uma aprendizagem mais autónoma, e criam as melhores condições para que o aluno, seja, na verdade, o autor da sua própria aprendizagem e o professor o orientador o facilitador da aprendizagem.
A tartaruga de solo ou roamer, foi sem dúvida o pilar para todo o processo/ progresso da aprendizagem das alunas. Ela proporcionou às crianças uma forma de aprender mais autónoma, em que a criança pensa e constrói todo o seu pensamento, sem ser ensinada. Ela concebe na criança, a motivação para experimentar, a vontade de aprender cada vez mais e melhor. A sua forma, (computador com rodas) que anda em superfícies lisas, que possui quatro carapaças que podem ser mudadas conforme as actividades e as áreas que vão trabalhar, despertou na criança o interesse pelo seu manuseamento e pela maneira como funciona. É programada através de um teclado de conceitos, que se encontra nele incorporado.
Por fim, o uso do computador e da Internet, levou as crianças a conhecerem um mundo virtual, diferente daquele em que ela está inserida. A pesquisa na Internet de temas, jogos, fichas …levaram a criança a se interessarem por vários outros temas e a despertar nelas o interesse pelo uso do computador como instrumento indispensável no seu processo de ensino - aprendizagem. Pela análise das grelhas de Observação / Avaliação, verificámos que o trabalho realizado com estas duas meninas foi adequado e produziu efeitos positivos em todo o seu percurso escolar. A Sónia e a Marisa melhoraram o seu desempenho, em todas a s áreas intervencionadas. Estavam mais motivadas para aprender e sobretudo para trabalharem com as TIC.
A forma entusiástica e delirante como estas duas crianças interagiram, a forma como se empenharam nas tarefas propostas e os resultados obtidos nas aprendizagens são na realidade, indicadores de que as tecnologias de Informação e Comunicação constituem um recurso extremamente importante no contexto educativo!
The main objective of this work of investigation is to assess the effectiveness of the Educational and Communication Technologies in the learning process of children with Special Educational Needs (SEN). In order to achieve this objective, a case study of two children with Special Educational Needs who, throughout their schooling in the traditional method, were already showing signs of saturation in their learning process, was carried out. Therefore, it was necessary to motivate these children and take them to a more playful learning method, where, without noticing, playing, they would learn. The tools used were: informal conversations with the class teachers and with the school workers, Participant Observation, and, finally, the records from the records and evaluation grids. The results obtained from the analysis of the evaluation grids allow us to conclude that, in fact, the Information and Communication Technologies are an important aspect in the learning process for two children’s, in study, mainly the ones with Special Educational Needs. The used CDs provided a good interaction between the children and the games. The activities are stimulating and help the children improve their attention, their reasoning, their concentration capacity, through a feedback which encourages them to learn more and better. It is worth noting that the way the activities are organised and the help given leads to a more autonomous learning process, and creates more favourable conditions that allow students to be, in fact, responsible for their own learning process, and teachers to have a secondary role, as guides. The roamer was, no doubt, crucial in the learning process/progress of the students. It provided the children a more autonomous way of learning, in which the child thinks and constructs his/her own thinking, without being taught. It creates in the child motivation to experiment, willingness to learn more and better. Its shape, a computer with wheels which walks on flat surfaces, the fact that it has four carapaces which can be replaced according to the activities and the area of study, made the child more interested in using it and in discovering how it works. The roamer is programmed through a built-in concept keyboard. Finally, using the computer and the Internet, the children became more aware of the virtual world, different from the world he/she is in. The Internet research of themes, games, worksheet, and others, made the child become more interested in different themes, and in using the computer as a fundamental tool in the teaching/learning process. Through the analysis of the Observation/Evaluation grids, it was verified that the work done by these two children was appropriate and produced positive effects throughout their schooling. Sónia and Marisa improved their performance in all targeted areas, since they were more motivated in learning and, especially, in working with the Information and Communication Technologies. The enthusiastic attitude of these two children, the way they were involved in the tasks, and the results obtained in the learning process are, in fact, indicators that the Information and Communication Technologies are a crucial resource in the educational context.
The main objective of this work of investigation is to assess the effectiveness of the Educational and Communication Technologies in the learning process of children with Special Educational Needs (SEN). In order to achieve this objective, a case study of two children with Special Educational Needs who, throughout their schooling in the traditional method, were already showing signs of saturation in their learning process, was carried out. Therefore, it was necessary to motivate these children and take them to a more playful learning method, where, without noticing, playing, they would learn. The tools used were: informal conversations with the class teachers and with the school workers, Participant Observation, and, finally, the records from the records and evaluation grids. The results obtained from the analysis of the evaluation grids allow us to conclude that, in fact, the Information and Communication Technologies are an important aspect in the learning process for two children’s, in study, mainly the ones with Special Educational Needs. The used CDs provided a good interaction between the children and the games. The activities are stimulating and help the children improve their attention, their reasoning, their concentration capacity, through a feedback which encourages them to learn more and better. It is worth noting that the way the activities are organised and the help given leads to a more autonomous learning process, and creates more favourable conditions that allow students to be, in fact, responsible for their own learning process, and teachers to have a secondary role, as guides. The roamer was, no doubt, crucial in the learning process/progress of the students. It provided the children a more autonomous way of learning, in which the child thinks and constructs his/her own thinking, without being taught. It creates in the child motivation to experiment, willingness to learn more and better. Its shape, a computer with wheels which walks on flat surfaces, the fact that it has four carapaces which can be replaced according to the activities and the area of study, made the child more interested in using it and in discovering how it works. The roamer is programmed through a built-in concept keyboard. Finally, using the computer and the Internet, the children became more aware of the virtual world, different from the world he/she is in. The Internet research of themes, games, worksheet, and others, made the child become more interested in different themes, and in using the computer as a fundamental tool in the teaching/learning process. Through the analysis of the Observation/Evaluation grids, it was verified that the work done by these two children was appropriate and produced positive effects throughout their schooling. Sónia and Marisa improved their performance in all targeted areas, since they were more motivated in learning and, especially, in working with the Information and Communication Technologies. The enthusiastic attitude of these two children, the way they were involved in the tasks, and the results obtained in the learning process are, in fact, indicators that the Information and Communication Technologies are a crucial resource in the educational context.
Descrição
Dissertação de Mestrado em Comunicação e Tecnologia Educativas
Palavras-chave
Alunos com necessidades educativas especiais , Dificuldades de aprendizagem , Utilização das tecnologias da informação e comunicação