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Advisor(s)
Abstract(s)
O trabalho aqui apresentado foi desenvolvido no âmbito da Prática de Ensino
Supervisionada incluída no mestrado de Ensino da Informática da Faculdade de Ciências Sociais
da Universidade Católica Portuguesa Centro Regional de Braga. O presente trabalho situa-se na
linha das preocupações que nos remetem para a problemática da integração das Tecnologias de
Informação e Comunicação (TIC) no sistema educativo e como estas podem influenciar o
ensino/aprendizagem, em particular, o uso da tecnologia da RA em educação não superior. Tendo
consciência do grande desafio que exige a conciliação das metodologias tradicionais de ensino e
aprendizagem com as novas tecnologias digitais, com o objetivo de motivar para a aprendizagem,
realizamos durante a Prática Ensino Supervisionada um estudo de investigação9ação. Este estudo
visa analisar o impacto de uma tecnologia em franco desenvolvimento 9 Realidade Aumentada
(RA) - em contexto escolar, procurando compreender como pode a RA possibilitar uma maior
consolidação, interesse e empenho na aprendizagem, bem como compreender o potencial da
ferramenta na forma de transmitir conhecimentos em diversas áreas de conhecimento.
Esta tecnologia apresenta um grande potencial em muitas áreas e na educação
especialmente. Tende a tornar-se numa ferramenta facilitadora do ensino/aprendizagem, levando
o aluno a ser criador no que diz respeito à sua aprendizagem.
Existem duas abordagens possíveis para o desenvolvimento de aplicações de Realidade
Aumentada: a primeira é fazendo uso diretamente de programação e a segunda fazendo uso de
uma ferramenta de autoria de RA. Por dispensar a necessidade de se ter conhecimentos de
programação, esta segunda abordagem é a mais acessível para a maioria dos docentes, pelo que
também nós optamos pela ferramenta de autoria 9 FLARAS a fim de demonstrar como qualquer
docente pode potenciar nas suas salas de aula a tecnologia.
Este trabalho evidencia, igualmente, o trabalho e reflexão feita sobre o ano em que
realizamos a PES, quer a nível letivo, não letivo e de relevo académico, bem como o nosso
entendimento do ser professor refletindo sobre as dimensões inerentes à docência.
Este trabalho termina com uma reflexão sobre as conclusões alcançadas mas em relação à
utilização de Realidade Aumentada como um instrumento escolar, quer a reflexão sobre o
trabalho desenvolvido na escola que nos acolheu e o entendimento pessoal daí criado.
This work has been developed for the subject of Supervised Teaching Practice - PES at the Computer Teaching master degree at the Faculdade de Ciências Sociais da Universidade Católica Portuguesa (Social Sciences Faculty from the Catholic University of Portugal) in Braga. This paper relates to the concerns involving the integration of Information and Communication Technologies (ICT) at the educational system and on how it can influence the teaching/learning process, especially, the usage of Augmented Reality technology at school up to the secondary levels. Considering the challenge of bringing together both traditional teaching methods and the new digital technologies so as to motivate the students for the learning process, we did an action research study. This study aims at analyzing the impact of a developing technology 9 Augmented Reality (AR) 9 at school, trying to understand how AR can lead to better understanding, interest and commitment to the learning process, as well as to appreciate the potential of this tool in transmitting knowledge in several fields. This technology presents great potential in several fields, particularly in education. It tends to become a teaching/learning enabler, leading the students to create their learning paths. There are two possible approaches for the development of AR applications: the first is directly using programming and the second is using AR authoring tools. The second possibility, because it does not require programming knowledge, is the most accessible for most teachers to select. For that reason we chose one of them 9 FLARAS 9 so as to show how any teacher may increase the interest in his/her classes in the technology classrooms. Similarly, this paper shows the work and reflection done during the year during which we had STP. It expresses the work that was done during the school year as well as our understanding of what being a teacher is. This paper finishes with a consideration on the inferences reached in what relates to Augmented Reality as a teaching tool, both on the work that was done at the school where we had our teaching practice and personally.
This work has been developed for the subject of Supervised Teaching Practice - PES at the Computer Teaching master degree at the Faculdade de Ciências Sociais da Universidade Católica Portuguesa (Social Sciences Faculty from the Catholic University of Portugal) in Braga. This paper relates to the concerns involving the integration of Information and Communication Technologies (ICT) at the educational system and on how it can influence the teaching/learning process, especially, the usage of Augmented Reality technology at school up to the secondary levels. Considering the challenge of bringing together both traditional teaching methods and the new digital technologies so as to motivate the students for the learning process, we did an action research study. This study aims at analyzing the impact of a developing technology 9 Augmented Reality (AR) 9 at school, trying to understand how AR can lead to better understanding, interest and commitment to the learning process, as well as to appreciate the potential of this tool in transmitting knowledge in several fields. This technology presents great potential in several fields, particularly in education. It tends to become a teaching/learning enabler, leading the students to create their learning paths. There are two possible approaches for the development of AR applications: the first is directly using programming and the second is using AR authoring tools. The second possibility, because it does not require programming knowledge, is the most accessible for most teachers to select. For that reason we chose one of them 9 FLARAS 9 so as to show how any teacher may increase the interest in his/her classes in the technology classrooms. Similarly, this paper shows the work and reflection done during the year during which we had STP. It expresses the work that was done during the school year as well as our understanding of what being a teacher is. This paper finishes with a consideration on the inferences reached in what relates to Augmented Reality as a teaching tool, both on the work that was done at the school where we had our teaching practice and personally.
Description
Keywords
Realidade aumentada Ensino Aprendizagem Augmented reality Teaching Learning