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Abstract(s)
A língua inglesa permite comunicar com qualquer pessoa, em qualquer lugar ou situação, abrindo muitas portas no mercado do trabalho. Embora considerada como uma língua ‘difícil’, através de uma metodologia colaborativa e comunicativa, dentro e fora do contexto escolar, o processo de aprendizagem, como segunda língua, torna-se motivador e fácil, permitindo a mudança nas metodologias pedagógicas, de forma prática e acessível. O Wiki, como plataforma que agrega outras ferramentas da Web 2.0, permite a construção do conhecimento e potencializa uma grande quantidade de recursos tecnológicos e audiovisuais; como ferramenta pedagógica, permite incorporar os trabalhos realizados pelos alunos, a pares ou em grupo, e revelar as competências adquiridas através de atividades realizadas; facilita o pensamento crítico em relação ao processo curricular, proporcionando a todos os alunos a oportunidade de expressar as suas opiniões, esclarecer dúvidas ou empenhar-se de forma a alargar os seus horizontes.
O presente estudo é uma investigação qualitativa, na forma de estudo de caso, que tem como objetivo refletir e aferir, na perspetiva dos alunos, quais as potencialidades e as desvantagens da introdução da ferramenta Wiki no processo de aprendizagem colaborativa na disciplina de Inglês, como Língua Estrangeira.
O que se propõe com este trabalho é apresentar os dados sobre a eficácia da aplicação do Wiki em contexto colaborativo na sala de aula, devido à pouca divulgação de investigações neste âmbito. A intervenção pedagógica decorreu numa turma do 8º ano, em contexto educativo. Numa perspetiva construtivista, a ferramenta Wiki foi usada por um grupo de alunos que trabalharam num projeto comum, envolvendo a criação de um ou mais tipos de artefactos. Os resultados obtidos permitem evidenciar as potencialidades das ferramentas da Web 2.0 e do Wiki e aferir que as capacidades de oralidade e de escrita dos discentes melhoraram e o desenvolveram competências colaborativas.
A abordagem com o Wiki, em relação ao processo de aprendizagem da língua inglesa permitiu constatar um maior envolvimento e interação entre os alunos e a construção dos seus próprios conhecimentos, tornando-os conscientes da sua própria evolução no processo de aprendizagem. Consequentemente, os dados permitem concluir que a tecnologia Wiki traz grandes benefícios para os alunos e pode muda os seus comportamentos nestes ambientes de aprendizagem e, por conseguinte, prepara os alunos para atuar de forma colaborativa interagir em equipa nas suas vidas profissionais futuras.
The English language allows users to communicate with anyone, in any place or situation, opening many doors in the job market. Although regarded as a 'difficult' language, through a collaborative and communicative methodology, within and outside the school context, the process of learning as a second language, it is motivating and easier, enabling change in teaching methodologies in a practical way and accessible. The Wiki as a platform that combines other Web 2.0 tools, allows the construction of knowledge and enhances a great amount of technological and audio-visual resources; as a pedagogical tool, allows us to incorporate the work done by the students, in pairs or in groups, revealing the skills acquired through activities done; makes it easy to think critically in relation to the curriculum process by providing all students the opportunity to express their opinions, answer questions or become engaged in order to widen their horizons. This study is a qualitative research in the form of case study, which aims to reflect and assess, from the students perspective, the potentiality and disadvantages of introducing the Wiki tool in collaborative learning process in the English class, as Foreign Language. What is proposed in this research is to present data on the effectiveness of the application of the Wiki in a collaborative context in the classroom, due to the poor dissemination of researches in this area. The educational intervention was conducted in a class of the 8th grade, in an educational context. In a constructivist perspective, the Wiki tool was used by the group of students who worked in a common project involving the creation of one or more types of artefacts. The results obtained demonstrated the potentiality of the Web 2.0 tools and the wiki made possible that oral and written skills of learners had improved and they have developed their collaborative skills. The approach with the Wiki, in relation to the process of learning English, had revealed a great involvement and interaction between students and the construction of their own knowledge, making them aware of their own evolution in the learning process. Consequently, the data supports the conclusion that Wiki technology brings great benefits to the students and can change their behaviour in these learning environments and, therefore, prepares students to work collaboratively in teams to interact in their future professional lives.
The English language allows users to communicate with anyone, in any place or situation, opening many doors in the job market. Although regarded as a 'difficult' language, through a collaborative and communicative methodology, within and outside the school context, the process of learning as a second language, it is motivating and easier, enabling change in teaching methodologies in a practical way and accessible. The Wiki as a platform that combines other Web 2.0 tools, allows the construction of knowledge and enhances a great amount of technological and audio-visual resources; as a pedagogical tool, allows us to incorporate the work done by the students, in pairs or in groups, revealing the skills acquired through activities done; makes it easy to think critically in relation to the curriculum process by providing all students the opportunity to express their opinions, answer questions or become engaged in order to widen their horizons. This study is a qualitative research in the form of case study, which aims to reflect and assess, from the students perspective, the potentiality and disadvantages of introducing the Wiki tool in collaborative learning process in the English class, as Foreign Language. What is proposed in this research is to present data on the effectiveness of the application of the Wiki in a collaborative context in the classroom, due to the poor dissemination of researches in this area. The educational intervention was conducted in a class of the 8th grade, in an educational context. In a constructivist perspective, the Wiki tool was used by the group of students who worked in a common project involving the creation of one or more types of artefacts. The results obtained demonstrated the potentiality of the Web 2.0 tools and the wiki made possible that oral and written skills of learners had improved and they have developed their collaborative skills. The approach with the Wiki, in relation to the process of learning English, had revealed a great involvement and interaction between students and the construction of their own knowledge, making them aware of their own evolution in the learning process. Consequently, the data supports the conclusion that Wiki technology brings great benefits to the students and can change their behaviour in these learning environments and, therefore, prepares students to work collaboratively in teams to interact in their future professional lives.
Description
Keywords
Web 2.0 Wiki TIC Colaboração Aprendizagem colaborativa Envolvimento Motivação ICT Collaboration Collaborative learning Engagement Motivation