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Aplicação de tecnologias móveis na aula de história
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Resumo(s)
Nos últimos vinte anos, as tecnologias móveis têm evoluído com uma rapidez face
à qual ainda não estamos plenamente confortáveis. Os telefones, que tinham dimensões
consideráveis, ecrãs minúsculos a preto e branco ou verde e preto, foram evoluindo
progressivamente até chegarmos à era dos smartphones, telemóveis pequenos, com os
quais interagimos através de um touchscreen, que associam a conectividade das chamadas
de voz e das SMS com uma panóplia de ferramentas que permitem condensar num só
equipamento ou até substituir o uso de outros dispositivos cujas características são pouco
práticas para transporte e uso diário.
Associado à evolução das tecnologias, temos o crescimento massivo da utilização
da Internet, da qual os smartphones e os tablets dependem para garantir o seu pleno
funcionamento através de atualizações regulares, destinadas à correção de problemas
provocados pelo software e à adição de novas ferramentas, destinadas a melhorar a
interação do indivíduo com o seu dispositivo. Esta ligação entre a tecnologia móvel e a
internet mostrou ter um potencial muito considerável para acomodar as necessidades do
utilizador e facilitar a resolução de vários problemas. No entanto, em alguns contextos,
como o escolar, pode ser motivo de distração, prejudicando as aprendizagens dos alunos,
que em muitos casos parecem incapazes de resistir a interagir com o seu dispositivo móvel
durante um período de aulas.
Situações desse género criaram uma barreira considerável entre a escola e o uso
de tecnologias móveis, em particular o smartphone. Este é visto frequentemente como
um brinquedo cuja utilização em sala de aula é tendencialmente nociva, apesar das
potencialidades que a utilização da tecnologia móvel pode trazer para a aprendizagem dos
estudantes. Na disciplina de História, em que a investigação e a pesquisa responsável
assumem um papel preponderante, saber utilizar as tecnologias móveis para ter acesso à
informação, adquirir conhecimentos e desenvolver competências, é fundamental. Neste
sentido, pretendo, com este Relatório de Estágio, demonstrar de que forma o Smartphone
foi utilizado pelos alunos da turma do 9.º ano que acompanhei numa escola básica do
concelho de Sintra, para benefício das suas aprendizagens e da consolidação dos
conteúdos lecionados na aula de História.
In the last twenty years, mobile technologies have evolved at a speed that we are not yet fully comfortable with. Telephones, which had considerable dimensions, tiny black and white or green and black screens, have progressively evolved until we reached the era of smartphones, small mobile phones with which we interact through a touchscreen, that combine the connectivity of voice calls and SMS with a panoply of tools that allow us to condense into a single piece of equipment, or even replace, the use of other devices whose characteristics are not very practical for transport and daily use. Associated with the evolution of technologies is the massive growth in internet usage, on which smartphones and tablets depend to ensure their full functioning through regular updates, aimed at correcting problems caused by the software and adding new tools, aimed at improving the individual's interaction with their device. This link between mobile technology and the internet has shown to have very considerable potential to accommodate user needs and facilitate the resolution of various problems. However, in some contexts, such as school, it can be a source of distraction, impairing the learning of students, who in many cases seem unable to resist interacting with their mobile devices during a class period. Such situations have created a considerable barrier between the school and the use of mobile technologies, in particular the smartphone. This is often seen as a toy whose use in the classroom tends to be harmful, despite the potential that the use of mobile technology can bring to student learning. In the History discipline, where investigation and responsible research assume a preponderant role, knowing how to use mobile technologies to access information, acquire knowledge and develop skills is fundamental. In this sense, I intend, with this Internship Report, to demonstrate how the smartphone was used by the students of the 9th-grade class that I worked with in a basic school in the municipality of Sintra, for the benefit of their learning and the consolidation of the contents taught in History class.
In the last twenty years, mobile technologies have evolved at a speed that we are not yet fully comfortable with. Telephones, which had considerable dimensions, tiny black and white or green and black screens, have progressively evolved until we reached the era of smartphones, small mobile phones with which we interact through a touchscreen, that combine the connectivity of voice calls and SMS with a panoply of tools that allow us to condense into a single piece of equipment, or even replace, the use of other devices whose characteristics are not very practical for transport and daily use. Associated with the evolution of technologies is the massive growth in internet usage, on which smartphones and tablets depend to ensure their full functioning through regular updates, aimed at correcting problems caused by the software and adding new tools, aimed at improving the individual's interaction with their device. This link between mobile technology and the internet has shown to have very considerable potential to accommodate user needs and facilitate the resolution of various problems. However, in some contexts, such as school, it can be a source of distraction, impairing the learning of students, who in many cases seem unable to resist interacting with their mobile devices during a class period. Such situations have created a considerable barrier between the school and the use of mobile technologies, in particular the smartphone. This is often seen as a toy whose use in the classroom tends to be harmful, despite the potential that the use of mobile technology can bring to student learning. In the History discipline, where investigation and responsible research assume a preponderant role, knowing how to use mobile technologies to access information, acquire knowledge and develop skills is fundamental. In this sense, I intend, with this Internship Report, to demonstrate how the smartphone was used by the students of the 9th-grade class that I worked with in a basic school in the municipality of Sintra, for the benefit of their learning and the consolidation of the contents taught in History class.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de História no 3º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Comunicações móveis Tecnologia educativa Internet História - Estudo e ensino Aprendizagem Relatórios da prática de ensino supervisionada - 2021