As implicações do PTE nas escolas de Bragança
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2013-11-28
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Por se concluir que a relação das escolas com as Tecnologias da Informação e Comunicação (TIC) era muito desigual e que faltava um verdadeiro impulso para as integrar nos processos de ensino e de aprendizagem, surgiu em 2007 o Plano Tecnológico da Educação (PTE).
Quando o PTE foi anunciado, foi explícito que seria o maior programa de modernização tecnológica das escolas portuguesas. Para tal, combina 3 eixos de atuação – Tecnologia, Conteúdos e Formação – que abrangem todos os domínios relacionados com a modernização do sistema educativo português.
Foi nossa intenção estudar as implicações deste programa nas escolas de Bragança. O estudo incluiu somente duas das cinco escolas do concelho, pretendendo assim chegar a um total de 229 professores.
Os dados foram recolhidos através de um questionário, aplicado a todos os professores e de uma entrevista aplicada aos coordenadores PTE.
Os resultados deste estudo permitiram-nos verificar que as escolas sofreram uma melhoria substancial em termos de equipamento, no entanto não se refletiu tanto quanto seria expectável na conduta dos professores em relação à aplicação dos recursos informáticos existentes na escola, incluindo as TIC como recurso pedagógico em sala de aula.
Com este estudo verificamos também que a grande maioria dos professores acede e utiliza o computador, sendo a internet a ferramenta mais aludida como recurso na utilização das TIC.
Reaching to the conclusion that there was a rough connection between schools and Information and Communication Technology (ICT) and as it was really needed a boost to integrate it in our teaching and learning process, in 2007 the Technological Plan for Education (PTE) was launched. When the PTE emerged, it was clear that it would be the largest program of technological modernization of the Portuguese schools. Therefore, it combines three areas of action – Technology, Contents and Training – that covers all the domains related to the modernization of the Portuguese education system. Our intention was to study the implications of this program in Bragança schools. The study included only two of the five schools in the county, endeavoring to reach a total of 229 teachers. Data was collected through a questionnaire made to all teachers and an interview to the PTE coordinators. The results of this study allowed us to verify that schools have suffered a substantial improvement in terms of equipment. However, it did not reflect as much as it would be expected in the teachers’ attitudes towards the use of the existing computer resources at school, including ICT as a teaching resource in the classroom. With this study we also found out that the vast majority of teachers access and use the computer and the internet is the most mentioned resource tool in the use of ICT.
Reaching to the conclusion that there was a rough connection between schools and Information and Communication Technology (ICT) and as it was really needed a boost to integrate it in our teaching and learning process, in 2007 the Technological Plan for Education (PTE) was launched. When the PTE emerged, it was clear that it would be the largest program of technological modernization of the Portuguese schools. Therefore, it combines three areas of action – Technology, Contents and Training – that covers all the domains related to the modernization of the Portuguese education system. Our intention was to study the implications of this program in Bragança schools. The study included only two of the five schools in the county, endeavoring to reach a total of 229 teachers. Data was collected through a questionnaire made to all teachers and an interview to the PTE coordinators. The results of this study allowed us to verify that schools have suffered a substantial improvement in terms of equipment. However, it did not reflect as much as it would be expected in the teachers’ attitudes towards the use of the existing computer resources at school, including ICT as a teaching resource in the classroom. With this study we also found out that the vast majority of teachers access and use the computer and the internet is the most mentioned resource tool in the use of ICT.
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Dissertação de Mestrado em Ciências da Educação, Especialização em Comunicação e Tecnologia Educativas
Palavras-chave
Educação , Tecnologias da informação e comunicação , Escolas , Bragança (Portugal)