As tecnologias da informação e comunicação no 1º ciclo do Ensino Básico: possibilidades de integração
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Data
2015
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Os desafios da Sociedade do Conhecimento exigem a consciencialização da
necessidade de preparar os indivíduos para uma sociedade dependente da tecnologia
comprometendo também, os professores para uma mudança de práticas pedagógicas que,
aproveitando o potencial das tecnologias, lhes permite o alcance das metas pretendidas para o
final de ciclo, valorizando o desempenho do aluno na construção de aprendizagens
significativas.
Sendo que as novas tecnologias assumem um papel incontornável no contexto
educativo atual e neste panorama emerge, a necessidade de uma renovação pedagógica capaz
de melhorar o processo de ensino e aprendizagem, colocando a tónica na integração curricular
das Tecnologias da Informação e Comunicação (TIC), parece-nos importante perceber se
efetivamente “as atividades com as tecnologias da informação e comunicação permitem
atingir resultados de aprendizagem definidos para o 1.º Ciclo do Ensino Básico (1.º CEB)” e
ver que práticas os professores do 1.º ciclo do ensino básico efetuam nesta procura de
integração das TIC passíveis de permitir uma maior adaptação das orientações curriculares.
Nesta perspetiva, foi num enquadramento paradigmático essencialmente explorativo e
descritivo, que realizámos um estudo de casos múltiplos, concretizando-se na análise de três
casos, auscultando professores e pousando o olhar nas práticas dos que têm em mãos a
possibilidade de integrar as TIC nos contextos educativos e que procedemos a uma
observação de práticas com o objetivo de alicerçar e desenvolver uma reflexão sobre o modo
como contribuem para a integração curricular das TIC.
Para tal, no estudo, recorremos a uma metodologia de cariz qualitativo, baseada num
estudo de caso múltiplo, no curso do qual auscultámos professores que integraram um grupo
de discussão (caso 1), professores formandos na formação por nós ministrada (caso 2) e
professores que nos permitiram efetuar uma observação das suas práticas, mas a quem não
ministrámos formação (caso 3). Desta forma, o estudo possibilitou a análise de dados obtidos
através de três inquéritos por questionário, de três relatos de professores, da ficha de avaliação
da ação de formação, da grelha de registo das atividades apresentadas e experimentadas e da
grelha de registo de observação de atividades.
Assim, foi possível identificar um conjunto de práticas com as TIC, concretizadas na
sala de aula do 1.º CEB que respondem, transversalmente, às orientações curriculares e
permitem a aquisição dos resultados finais de ciclo e verificar que as TIC constituem uma ferramenta importante e complementar no ensino e aprendizagem, possibilitando a criação de
contextos educativos mais motivadores e diversificados. Constatou-se, igualmente, a importância da formação ajustada dos professores na integração das tecnologias no contexto educacional.
Challenges of the Knowledge Society require an awareness of the need to prepare individuals for a technology-dependent society. In this new context, teachers also need to commit to a change of teaching practices, which by using the technological potential enables them to achieve the goals set for the end of the educational cycle, adding value to pupils’ performance in developing significant learning experiences. New technologies play a vital role in education today and there is a need for a pedagogical renewal that can enhance the teaching-learning process, focusing on the curricular integration of Information and Communication Technologies (ICT). Therefore, it is important to know if “activities using the information and communication technologies actually allow the learning results set for primary education to be achieved” and to check which practices primary education teachers use on behalf of the integration of ICT that are likely to allow a better adjustment of curricular guidelines. It was therefore in a typical explorative and descriptive framework that we conducted a multiple case study, including 3 cases in which teachers were surveyed, and the practices of those who have the chance to integrate ICT in the educational context were observed. It was also in this framework that we observed classes with a view to underpinning and developing a thought process on how they contribute to the curricular integration of ICT. To this end, the study used a qualitative methodology, surveying teachers who had been part of a focus group (case 1), trainee teachers in our training program (case 2), and teachers who let us observe their classes (case 3). The study allowed the analysis of data gathered based on three questionnaires per survey, three teacher reports, an evaluation sheet of the training program, an observation chart of activities presented and performed, and an observation chart of activities. It was therefore possible to identify a set of practices involving ICT in primary education classrooms, which transversally meet curricular guidelines and enable achievement of final results for the cycle end. The study concluded that ICT is an important and complementary tool for the teaching-learning process, which enables more stimulating and diverse educational environments. It also revealed the importance of adjusted teacher training programs for the integration of technologies within education.
Challenges of the Knowledge Society require an awareness of the need to prepare individuals for a technology-dependent society. In this new context, teachers also need to commit to a change of teaching practices, which by using the technological potential enables them to achieve the goals set for the end of the educational cycle, adding value to pupils’ performance in developing significant learning experiences. New technologies play a vital role in education today and there is a need for a pedagogical renewal that can enhance the teaching-learning process, focusing on the curricular integration of Information and Communication Technologies (ICT). Therefore, it is important to know if “activities using the information and communication technologies actually allow the learning results set for primary education to be achieved” and to check which practices primary education teachers use on behalf of the integration of ICT that are likely to allow a better adjustment of curricular guidelines. It was therefore in a typical explorative and descriptive framework that we conducted a multiple case study, including 3 cases in which teachers were surveyed, and the practices of those who have the chance to integrate ICT in the educational context were observed. It was also in this framework that we observed classes with a view to underpinning and developing a thought process on how they contribute to the curricular integration of ICT. To this end, the study used a qualitative methodology, surveying teachers who had been part of a focus group (case 1), trainee teachers in our training program (case 2), and teachers who let us observe their classes (case 3). The study allowed the analysis of data gathered based on three questionnaires per survey, three teacher reports, an evaluation sheet of the training program, an observation chart of activities presented and performed, and an observation chart of activities. It was therefore possible to identify a set of practices involving ICT in primary education classrooms, which transversally meet curricular guidelines and enable achievement of final results for the cycle end. The study concluded that ICT is an important and complementary tool for the teaching-learning process, which enables more stimulating and diverse educational environments. It also revealed the importance of adjusted teacher training programs for the integration of technologies within education.
Descrição
Tese de Doutoramento em Ciências da Educação
Palavras-chave
Tecnologias da informação e comunicação , Currículos , Formação de professores , Integração curricular das TIC