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Abstract(s)
Sendo recente o mais intenso apetrechamento informático e tecnológico nas
escolas portuguesas com a implementação do Plano Tecnológico da Educação, sabemos
ainda muito pouco sobre o impacto dessa ação e, mais especificamente, nas práticas dos
professores. Para tentar perceber o grau de utilização de recursos educativos digitais
(RED) e os fatores que determinam o seu uso pedagógico, efetuámos este estudo
exploratório e descritivo.
No âmbito do problema desta investigação, considerámos o desenvolvimento
profissional dos professores centrado nas competências digitais. Estas permitem-lhes
recorrer à integração das tecnologias de informação e comunicação (TIC) e à utilização
de RED, no processo de ensinar e aprender, no sentido de tirar partido da tecnologia
presente nas salas de aula portuguesas.
O desenho metodológico estruturou-se em torno de dois ciclos. O primeiro
constituiu-se num inquérito por questionário aplicado a professores de todos os níveis
de ensino não superior do Continente e Ilhas, numa amostra não aleatória, obtida da
população de utilizadores de TIC e RED. O segundo ciclo centrou-se na aplicação do
método e-Delphi com Q-Sort a dois painéis: i) um formado por professores
participantes no primeiro ciclo e ii) um outro constituído por professores de instituições
de ensino superior e outras (especialistas em RED), em amostras por conveniência.
A análise dos resultados obtidos com o instrumento aplicado no primeiro ciclo
indicia um acesso a equipamento e a infraestruturas tecnológicas e informáticas na sala
de aula, relativamente elevado. Parece ainda demonstrar uma utilização de RED, no
global, moderada, nomeadamente no concernente a usos mais avançados como a
criação, produção e publicação na web.
Os resultados decorrentes da aplicação do e-Delphi com Q-Sort e relativos à
convergência de perspetivas entre os professores e os especialistas, fornecem evidências
sobre os fatores que os membros dos dois painéis consideram determinantes para que os
RED sejam pedagogicamente úteis.
As implicações que emergiram da investigação podem ser exploradas,
investigadas ou desenvolvidas futuramente.
Being recent a most intense computer and technological equipping in Portuguese schools through the implementation of the Technological Plan of Education, we still know very little about the impact of this action and, more specifically, in teachers’ practices. In order to try to perceive the degree of use of digital educational resources (DER) and the factors that determine its pedagogical value, we accomplished this exploratory and descriptive study. In the scope of the problem of this research, we considered teachers’ professional development centered on the digital skills. These allow them to resort to the integration of information and communication technologies (ICT) and to the use of DER, in the process of teaching and learning, in order to take advantage of the presence of technology in Portuguese classrooms. The methodological design structured around two cycles. The first one consisted of a survey applied to teachers of all levels of K-12 education on Continent and Islands, in a non-probabilistic sample, obtained from the population of ICT and DER users. The second cycle, focused on the implementation of the e-Delphi method with Q-Sort, to two panels: i) one formed by teachers, who participated in the first cycle and ii) one other consisting of professors of higher education and other institutions (experts in DER), on samples of convenience. The analysis of the results obtained with the instrument applied in the first cycle indicates an access to equipment and technological infrastructures in the classroom, relatively high. It also seems to establish, in general, a moderate use of DER particularly in what concerns more advanced uses such as the creation, production and publication on the web. The results, arising from the application of e-Delphi with Q-Sort and concerning the convergence of perspectives between teachers and experts, provide evidence about the factors that the members of the two panels believe determinants in considering the DER pedagogically useful. The implications that emerged from the research can be explored, investigated or developed in the future.
Being recent a most intense computer and technological equipping in Portuguese schools through the implementation of the Technological Plan of Education, we still know very little about the impact of this action and, more specifically, in teachers’ practices. In order to try to perceive the degree of use of digital educational resources (DER) and the factors that determine its pedagogical value, we accomplished this exploratory and descriptive study. In the scope of the problem of this research, we considered teachers’ professional development centered on the digital skills. These allow them to resort to the integration of information and communication technologies (ICT) and to the use of DER, in the process of teaching and learning, in order to take advantage of the presence of technology in Portuguese classrooms. The methodological design structured around two cycles. The first one consisted of a survey applied to teachers of all levels of K-12 education on Continent and Islands, in a non-probabilistic sample, obtained from the population of ICT and DER users. The second cycle, focused on the implementation of the e-Delphi method with Q-Sort, to two panels: i) one formed by teachers, who participated in the first cycle and ii) one other consisting of professors of higher education and other institutions (experts in DER), on samples of convenience. The analysis of the results obtained with the instrument applied in the first cycle indicates an access to equipment and technological infrastructures in the classroom, relatively high. It also seems to establish, in general, a moderate use of DER particularly in what concerns more advanced uses such as the creation, production and publication on the web. The results, arising from the application of e-Delphi with Q-Sort and concerning the convergence of perspectives between teachers and experts, provide evidence about the factors that the members of the two panels believe determinants in considering the DER pedagogically useful. The implications that emerged from the research can be explored, investigated or developed in the future.
Description
Keywords
Competências digitais Educação Professores Recursos educativos digitais Sala de aula Tecnologia Classroom Digital educational resources Digital skills Education Teachers Technology