Quadro interativo multimédia: a nova janela para a aprendizagem no Ensino Básico: presença, usos e metodologias no Norte de Portugal
Ficheiros
Data
2015
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
São inúmeras as mudanças que, um pouco por todo o lado, atravessam e pressionam o
Ensino neste início do século XXI e, o futuro da Educação depende, assim, do ritmo de
inovação que conseguirmos imprimir, do conhecimento que soubermos incorporar, dos
resultados que formos obtendo, da possibilidade de mobilizar professores e alunos, de forma
continuada, para uma nova cultura e ética de educação. Nesse sentido, a educação precisa de
uma escola inovadora, sensível aos interesses dos estudantes e aberta a um futuro não
hipotecado.
Por isso, ser profissional de educação, hoje em dia requer muita habilidade,
profissionalismo e atualizações para motivar, cativar a atenção, debater, comunicar e arranjar
estratégias que fomentem a qualidade do ensino e combatam o insucesso escolar.
É diante deste contexto de modernização tecnológica da escola portuguesa que surge o
Quadro Interativo Multimédia (QIM), como mais um recurso didático que busca no contexto
da sala de aula, pelo seu caráter motivador e simplicidade de utilização, constituir-se como
resposta a algumas das dificuldades, dos problemas e desafios que se fazem sentir na
educação.
Nesse sentido, a âncora desta investigação de cariz técnico e prático, dividido em 5
capítulos, é o estudo do uso do QIM pelos diretores/professores nas escolas do ensino básico
dos cinco distritos mais a Norte de Portugal (do litoral para o interior - Viana do Castelo,
Braga, Porto, Vila Real e Bragança) analisando as Boas Práticas mediadas por esta tecnologia
e as mudanças que provocam no processo ensino/aprendizagem. Refletimos também sobre as
vantagens e desvantagens da sua integração em contextos educativos, apresentamos os
diferentes tipos de quadros interativos multimédia existentes no mercado e algumas sugestões
de utilização, concedendo uma atenção ao QIM no contexto internacional, bem como sobre o
impacto deste nas salas de aula em Portugal.
O trabalho seguiu um modelo de investigação misto e à medida que se recolheram e
analisaram os dados apresentou características de um estudo de caso. A análise dos dados fezse
cruzando informações provenientes de diferentes fontes e diferentes instrumentos (análise
documental, questionários a 45 diretores e a 1471 professores, 28 entrevistas aos professores e
22 observações de aulas aos professores a quem foi ministrada formação em QIM) que
permitiram triangular resultados e obter conclusões.
Ao longo deste trabalho enfatizamos as opiniões dos diretores e professores
relativamente a esta nova ferramenta tecnológica e concluímos que a utilização do QIM no
ensino constitui uma mais-valia na prática letiva se houver uma exploração das
potencialidades pedagógicas deste recurso.
Sem certezas definitivas, mas esperançados no futuro, apresentamos um modelo
metodológico para o uso do QIM, construído à luz dos dados recolhidos e das reflexões
realizadas, pois estamos convictos de que é partilhando as nossas experiências que
aprendemos.
In the beginning of the 21st century, numerous changes impact on and put pressure on education virtually everywhere; the future of education hence relies on the pace of innovation we are able to set, on the know-how we are able to input, on the results obtained along the way, and on the ability to continually engage teachers and students in a new culture and ethics of education. Education therefore requires an innovative school that is not only sensitive to the interests of students but also open to a future that is not put in jeopardy. Anyone working in the field of education requires many skills, professionalism and updating to motivate, attract the attention, discuss, communicate and find strategies to foster the quality of education and counter school failure. It is within this context of technological modernisation of the Portuguese school that the Interactive Whiteboard (IWB) has emerged as an additional teaching resource within the classroom; by being both motivating and simple, it is intended to resolve some of the difficulties, problems and challenges in education. Therefore, the cornerstone of this research which is technical and practical in nature, divided into 5 chapters, is the study of the use of the Interactive Whiteboard (IWB) by Elementary Education school principals and teachers of five districts in northern Portugal (from the coastline to the interior - Viana do Castelo, Braga, Oporto, Vila Real and Bragança), including an assessment of Good Practice mediated by that technology and the resulting changes in the teaching / learning process. We have also reviewed the advantages and disadvantages of its implementation in educational settings, listing the different types of existing interactive whiteboards on the market and some usage tips, focusing also on the IWB in the international context and its impact on Portuguese classrooms. A mixed-model research was used and as data was collected and analysed, the study revealed features of a case study. Data analysis was done by cross-checking information from different sources and instruments (documentary analysis, questionnaires to 45 school principals and 1471 teachers, interviews with 28 teachers and 22 classroom observations of teachers who received training in the IWB), allowing to triangulate results and reach conclusions. Throughout this study we emphasized teachers’ and principals’ thoughts on this new technological tool and concluded that the use of the IWB in education is an added-value for teaching if we make the most of its pedagogical potential. Although without definite certainties but hopeful about the future, we presented a methodological model for use of the IWB, built upon the data gathered and upon all our considerations because we believe that it is by sharing experiences that we actually learn.
In the beginning of the 21st century, numerous changes impact on and put pressure on education virtually everywhere; the future of education hence relies on the pace of innovation we are able to set, on the know-how we are able to input, on the results obtained along the way, and on the ability to continually engage teachers and students in a new culture and ethics of education. Education therefore requires an innovative school that is not only sensitive to the interests of students but also open to a future that is not put in jeopardy. Anyone working in the field of education requires many skills, professionalism and updating to motivate, attract the attention, discuss, communicate and find strategies to foster the quality of education and counter school failure. It is within this context of technological modernisation of the Portuguese school that the Interactive Whiteboard (IWB) has emerged as an additional teaching resource within the classroom; by being both motivating and simple, it is intended to resolve some of the difficulties, problems and challenges in education. Therefore, the cornerstone of this research which is technical and practical in nature, divided into 5 chapters, is the study of the use of the Interactive Whiteboard (IWB) by Elementary Education school principals and teachers of five districts in northern Portugal (from the coastline to the interior - Viana do Castelo, Braga, Oporto, Vila Real and Bragança), including an assessment of Good Practice mediated by that technology and the resulting changes in the teaching / learning process. We have also reviewed the advantages and disadvantages of its implementation in educational settings, listing the different types of existing interactive whiteboards on the market and some usage tips, focusing also on the IWB in the international context and its impact on Portuguese classrooms. A mixed-model research was used and as data was collected and analysed, the study revealed features of a case study. Data analysis was done by cross-checking information from different sources and instruments (documentary analysis, questionnaires to 45 school principals and 1471 teachers, interviews with 28 teachers and 22 classroom observations of teachers who received training in the IWB), allowing to triangulate results and reach conclusions. Throughout this study we emphasized teachers’ and principals’ thoughts on this new technological tool and concluded that the use of the IWB in education is an added-value for teaching if we make the most of its pedagogical potential. Although without definite certainties but hopeful about the future, we presented a methodological model for use of the IWB, built upon the data gathered and upon all our considerations because we believe that it is by sharing experiences that we actually learn.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Quadros interativos , Multimédia , Motivação , Interatividade , Boas práticas , TIC