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As ferramentas tecnológicas de comunicação e colaboração no desenvolvimento de projectos educacionais : o exemplo dos projectos de escola transnacionais comenius, integrados no programa Sócrates
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Orientador(es)
Resumo(s)
A presente investigação visava descobrir até que ponto são usadas nas nossas
escolas as ferramentas de comunicação e colaboração síncronas (chat e videoconferência)
e assíncronas (correio electrónico, fóruns de discussão e páginas Web) no desenvolvimento
de projectos de escola transnacionais Comenius, no quadro do programa Sócrates.
Pretendíamos compreender e descrever de forma global e holística o modo como os
professores experimentam e interpretam esta realidade, fazendo o enfoque nas suas
experiências pessoais, como produtores de conhecimento.
Este é um estudo exploratório, no qual foi utilizada uma investigação do tipo
descritivo, seguindo-se uma abordagem metodológica que se enquadra no paradigma
interpretativo, com duas componentes complementares: qualitativa e quantitativa. Como
instrumento privilegiado de recolha de dados utilizámos entrevistas semi-estruturadas
realizadas a seis professores coordenadores de projectos Comenius. A análise do corpus
das entrevistas foi feita numa perspectiva indutiva, através de construções interpretativas,
usando-se como técnica de análise de dados a análise de conteúdo temática por categorias.
Os resultados obtidos mostraram que as ferramentas síncronas objecto deste estudo
não são, neste contexto, usadas de forma significativa, sendo o correio electrónico e as
páginas Web, de entre as assíncronas, aquelas que merecem a preferência dos professores.
A utilização deste tipo de ferramentas apresenta aspectos positivos que se reflectem, a
vários níveis, como mais valias quer para os alunos, quer para os professores. Existem, no
entanto, obstáculos de índole diversa, que dificultam o seu uso sistemático e que se
prendem com: questões técnicas; falta de recursos e equipamentos; características das
ferramentas; design dos projectos; falta de competências técnicas e de formação dos
professores; características dos docentes e dos parceiros; falta de competências dos alunos
e dificuldades de comunicação. Por fim, sugerimos um conjunto de recomendações,
passíveis de contribuir para uma integração sistemática e sustentada destas ferramentas no
desenvolvimento de projectos de escola Comenius.
The research was aimed at assessing the level up to which both synchronous (chat and video conference) and asynchronous (e-mail, discussion forums and WebPages) communication and collaboration tools are used in our schools for the development of Comenius transnational school projects, within the framework of the Socrates Programme. We intended to understand and describe in a global and holistic approach, the way teachers experiment and read this reality, focusing on their personal experiences as knowledge producers. This is an exploratory study for which an investigation of the descriptive type was used, followed by a methodological approach, encompassed by the interpretative paradigm, with two complementary components: qualitative and quantitative. Semi-structured interviews made to six Comenius projects coordinator teachers were used as a privileged data gathering tool. The analysis of the corpus of the interviews was carried out on an inductive perspective, through interpretative constructions, thematic content by category analysis being used as the data analysis technique. Results achieved: show that the synchronous tools object of this study are not, within this context, used in a significant way; as far as the asynchronous tools are concerned, e-mail and WebPages creation are those that are favoured by the teachers. The use of this type of tools presents positive aspects that impact on several levels, translating into added value both for students and teachers. This notwithstanding, there are obstacles of varying nature that impair their systematic usage and which relate to: technical issues, lack of resources and equipment, tool characteristics, project design, lack of technical skills by the teachers and also of teacher training, teachers and their partners characteristics, lack of skills by the students and communication difficulties. In the end conclusion we present a number of recommendations that can contribute to the systematic and sustained integration of these tools in the development of Comenius school projects.
The research was aimed at assessing the level up to which both synchronous (chat and video conference) and asynchronous (e-mail, discussion forums and WebPages) communication and collaboration tools are used in our schools for the development of Comenius transnational school projects, within the framework of the Socrates Programme. We intended to understand and describe in a global and holistic approach, the way teachers experiment and read this reality, focusing on their personal experiences as knowledge producers. This is an exploratory study for which an investigation of the descriptive type was used, followed by a methodological approach, encompassed by the interpretative paradigm, with two complementary components: qualitative and quantitative. Semi-structured interviews made to six Comenius projects coordinator teachers were used as a privileged data gathering tool. The analysis of the corpus of the interviews was carried out on an inductive perspective, through interpretative constructions, thematic content by category analysis being used as the data analysis technique. Results achieved: show that the synchronous tools object of this study are not, within this context, used in a significant way; as far as the asynchronous tools are concerned, e-mail and WebPages creation are those that are favoured by the teachers. The use of this type of tools presents positive aspects that impact on several levels, translating into added value both for students and teachers. This notwithstanding, there are obstacles of varying nature that impair their systematic usage and which relate to: technical issues, lack of resources and equipment, tool characteristics, project design, lack of technical skills by the teachers and also of teacher training, teachers and their partners characteristics, lack of skills by the students and communication difficulties. In the end conclusion we present a number of recommendations that can contribute to the systematic and sustained integration of these tools in the development of Comenius school projects.
Descrição
Tese de Mestrado em Ciências da educação (Área de Especialização em Tecnologias Educativas) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Ferramentas de software Tecnologias da informação e da comunicação Inovação educativa Projectos internacionais Comunidade europeia