As Tecnologias da Informação e comunicação na Educação Pré-escolar
Data
2019-07-25
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Com este projeto de investigação, pretendo perceber, como objetivo central, qual a relação que os educadores de infância do concelho de Chaves têm com as Tecnologias da Informação e Comunicação e de que forma estas são usadas no quotidiano, no trabalho direto com as crianças e perceber se os educadores de infância procuram formação, mais especificamente em TIC, de forma a acompanharem o desenvolvimento tecnológico. Na componente teórica, são discutidas algumas teorias do processo de ensino / aprendizagem, de forma a perceber como estas vão influenciar a sociedade educativa atual, mais especificamente em relação às TIC, quais as mudanças essenciais que trouxeram as novas Orientações Curriculares para a Educação Pré-Escolar e a relação existente entre o jogo e as TIC. De seguida, é analisada a importância dos media em educação, passando pela forma como estes estão inseridos no currículo da educação pré-escolar, como podem ser usados numa sala de atividades, pela formação de educadores e professores em TIC e pelo tipo de instrumentos tecnológicos que podem ser usados em educação pré-escolar e a forma como avaliar a sua qualidade. Para o estudo, foi utilizado um inquérito por questionário a todos os educadores de infância titulares de turma, dos estabelecimentos pertencentes à rede pública, provados e IPSS, tendo-se verificado que a utilização das TIC não é uma prioridade para os inquiridos. Consideram importante a presença de um computador na sala de atividades, funcionando, na maioria das vezes, como instrumento de trabalho para o educador e não para o manuseamento por parte das crianças. Por outro lado, as formações no âmbito das TIC não mereceram a devida atenção dos educadores de infância do concelho de Chaves.
With this research project, I intend to realize, as a central objective, the relationship that the early childhood educators of the county of Chaves have with the Information and Communication Technologies and how these are used in daily life, in direct work with children and to see whether early childhood educators seek training, more specifically in ICT, in order to keep pace with technological development. In the theoretical component, some theories of the teaching / learning process are discussed, in order to understand how these will influence the current educational society, more specifically in relation to ICT, what are the essential changes that have brought the new Curricular Guidelines for Pre-School Education and the relationship between the game and the new technologies. Next, the importance of media in education is analyzed, as they are inserted in the curriculum of pre-school education, how they can be used in an activity room, the training of educators and teachers in ICT and the type of technological instruments which can be used in pre-school education and how to assess their quality. For the study, a questionnaire survey was used for all class-educators, public school providers, and IPSS, and it was found that the use of ICT is not a priority for respondents. They consider important the presence of a computer in the room of activities, functioning, in most cases, as a working tool for the educator and not for the manipulation by the children. On the other hand, ICT training did not deserve the attention of the kindergartens of the county of Chaves.
With this research project, I intend to realize, as a central objective, the relationship that the early childhood educators of the county of Chaves have with the Information and Communication Technologies and how these are used in daily life, in direct work with children and to see whether early childhood educators seek training, more specifically in ICT, in order to keep pace with technological development. In the theoretical component, some theories of the teaching / learning process are discussed, in order to understand how these will influence the current educational society, more specifically in relation to ICT, what are the essential changes that have brought the new Curricular Guidelines for Pre-School Education and the relationship between the game and the new technologies. Next, the importance of media in education is analyzed, as they are inserted in the curriculum of pre-school education, how they can be used in an activity room, the training of educators and teachers in ICT and the type of technological instruments which can be used in pre-school education and how to assess their quality. For the study, a questionnaire survey was used for all class-educators, public school providers, and IPSS, and it was found that the use of ICT is not a priority for respondents. They consider important the presence of a computer in the room of activities, functioning, in most cases, as a working tool for the educator and not for the manipulation by the children. On the other hand, ICT training did not deserve the attention of the kindergartens of the county of Chaves.
Descrição
Dissertação de Mestrado em Ciências da Educação Área de Especialização em Comunicação e Tecnologia Educativas
Palavras-chave
TIC , Computador