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Um estudo sobre as TIC no 1º ciclo do ensino básico : contextos de utilização
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Orientador(es)
Resumo(s)
Nos últimos anos, à escala global, as tecnologias da informação e comunicação,
com especial relevo para a Internet, têm assumido um protagonismo relevante em todos
os domínios de desenvolvimento humano e social. O investimento nas TIC constituirá,
porventura, o maior factor de sucesso das nações, se traduzido em conhecimento.
Alcançar conhecimento com as TIC, implica o envolvimento activo, efectivo e
sistemático de muitos actores sociais. A escola e os professores são, reconhecidamente,
elementos facilitadores de inclusão das TIC na sociedade e, para muitos cidadãos, os
únicos meios que poderão tornar realidade o contacto com o mundo digital.
Este estudo, de carácter não experimental, descritivo e transversal, procura
proporcionar algum conhecimento sobre o modo como os professores estão a introduzir
as TIC no 1º ciclo do ensino básico, no concelho de Castelo Branco, descrevendo situações, recursos, tipos e formas de formação, contextos de utilização, atitudes e
expectativas face às TIC.
O método de recolha de dados utilizada foi a do inquérito, com utilização de um
questionário, através do qual procurámos obter resultados que esclarecessem as
questões de investigação.
As conclusões a que chegámos indicam que, nessas escolas, o material
informático é insuficiente e devem ser reforçados os meios necessários à manutenção do
equipamento existente. Os professores, na sua quase totalidade, já tiveram formação em TIC, e estão motivados para continuar a frequentar outras acções de formação. Utilizam
as TIC com os alunos de forma planificada, entre uma a três horas por semana, com objectivos pedagógicos, usando, fundamentalmente, o processador de texto e a Internet.
As suas expectativas face às TIC são positivas e encontram-se muito motivados.
Uma das recomendações, que advém dos obstáculos à integração das TIC no
ensino e na aprendizagem, prende-se com a necessidade de se organizar a dinâmica das
TIC na escola através de uma pessoa de referência nesta matéria, que de alguma forma
transmita confiança e segurança aos professores.
During the last years the information and communication technologies, more particularly the internet, have assumed a very important role in all the domains of human and social development. The investment on the ICTs will eventually constitute the major factor of nations’ success if translated into knowledge. Achieving knowledge with the ICTs, implicates an active, effective and systematic involvement of many social actors. School and teachers are surely recognized as elements that facilitate the inclusion of the ICTs in society, and to many citizens they are the only means that can make the contact with the digital world become real. This study with its descriptive, transversal, non-experimental character tries to give some knowledge about the way the teachers are introducing the ICTs into the Primary Basic Education in the Municipality of Castelo Branco, by describing situations, resources, forms and types of training, use context and at last attitudes and expectations towards the ICTs. The method used to collect the data was the inquiry using a questionnaire through which we tried to obtain some results that could clarify our investigation questions. The conclusions we assumed, show us that in those schools the computing equipment is insufficient, and the necessary means to do its maintenance must be reinforced. Teachers, almost in their totality, had training in ICTs, and they are motivated to continue doing other training sessions. They use the ICTs with their pupils, following a plan, between 1 and 3 hours a week, with pedagogical goals, using essentially the word processor and the Internet. Their expectations towards the ICTs are positive and they are highly motivated. One of the recommendations resulting from the obstacles to the integration of the ICTs in Teaching and Learning, has to do with the need to organize the dynamic of the ICTs in school by finding someone that can be a reference in this particular subject that can, somehow, give confidence and security to teachers.
During the last years the information and communication technologies, more particularly the internet, have assumed a very important role in all the domains of human and social development. The investment on the ICTs will eventually constitute the major factor of nations’ success if translated into knowledge. Achieving knowledge with the ICTs, implicates an active, effective and systematic involvement of many social actors. School and teachers are surely recognized as elements that facilitate the inclusion of the ICTs in society, and to many citizens they are the only means that can make the contact with the digital world become real. This study with its descriptive, transversal, non-experimental character tries to give some knowledge about the way the teachers are introducing the ICTs into the Primary Basic Education in the Municipality of Castelo Branco, by describing situations, resources, forms and types of training, use context and at last attitudes and expectations towards the ICTs. The method used to collect the data was the inquiry using a questionnaire through which we tried to obtain some results that could clarify our investigation questions. The conclusions we assumed, show us that in those schools the computing equipment is insufficient, and the necessary means to do its maintenance must be reinforced. Teachers, almost in their totality, had training in ICTs, and they are motivated to continue doing other training sessions. They use the ICTs with their pupils, following a plan, between 1 and 3 hours a week, with pedagogical goals, using essentially the word processor and the Internet. Their expectations towards the ICTs are positive and they are highly motivated. One of the recommendations resulting from the obstacles to the integration of the ICTs in Teaching and Learning, has to do with the need to organize the dynamic of the ICTs in school by finding someone that can be a reference in this particular subject that can, somehow, give confidence and security to teachers.
Descrição
Tese de mestrado em Ciências de Educação (Área de especialização em Tecnologias Educativas), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências da Educação, 2006
Palavras-chave
Teses de mestrado - 2006 Tecnologia educativa Novas tecnologias da informação e da comunicação - Portugal Professores - Formação Ensino básico (1º ciclo)