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A integração de tecnologias digitais no currículo : a perspetiva de um conjunto de professores participantes no projeto Aprender Digital
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Resumo(s)
A integração das tecnologias digitais no processo de formação de professores pode ser
realizada de diferentes formas e em diferentes contextos. Para além de ser sempre vista como
uma integração benéfica, esta pode ter também várias dificuldades e constrangimentos,
importando, para isso, conhecer qual a perspetiva dos próprios professores.
Neste sentido, o presente trabalho de investigação, inserido no âmbito do Mestrado em
Educação e Formação, na área de especialidade E-Learning e Formação a Distância do Instituto
de Educação da Universidade de Lisboa, visa analisar os desafios e oportunidades de integrar
as tecnologias digitais no currículo na perspetiva de um grupo de professores que participaram
no projeto “Aprender Digital”.
Recorrendo a uma metodologia qualitativa foram entrevistados alguns professores de
escolas do 1.º ciclo do concelho da Amadora que estiveram integrados neste mesmo projeto,
com o objetivo de perceber a sua perspetiva em relação à integração das tecnologias no
currículo e o seu impacto no desenvolvimento profissional dos professores.
Os professores inseridos neste projeto reconheceram e valorizaram o uso das
tecnologias digitais na escola e nas suas aulas, entendendo a sua relevância e utilidade. Do
ponto de vista da aprendizagem, foi verificado que, através do uso destas tecnologias, é possível
dar aos alunos um papel mais ativo na construção do seu conhecimento, sendo que estes
recursos fazem com que o processo de aprendizagem seja mais atrativo. Foi verificado que os
participantes desenvolveram uma compreensão destas tecnologias, assim como uma alteração
de práticas de ensino e perspetivas. A participação de professores com opiniões favoráveis em
relação à utilização educativa das TIC (Tecnologias da informação e comunicação) foi
valorizada. Estes resultados apontam para uma maior integração das tecnologias na sala de aula
e indicam que recursos tecnológicos de ensino devem ser tão valorizados como os tradicionais.
The integration of digital technologies in the teacher's training process can be carried out in very different ways and also different contexts. In addition to always being seen as a beneficial integration, it can also have several setbacks and limitations, for which knowing the teachers' perspective is tantamount. In this sense, this research work was performed in the scope of the master’s degree in Education, in the area of specialisation E-Learning and Distance Learning of the Institute of Education of the University of Lisbon, that aims to analyse the challenges and opportunities of the integration of digital technologies in the curriculum from the teacher's perspective, through the project “Digital Learning”. Using a qualitative methodology, teachers from primary schools from the city of Amadora that participated in this project, were interviewed with the target of understanding their perspective in relation to these technologies and their impact in the teachers' professional development. Teachers inserted in this project appreciated and valued the use of digital technologies at school and in their classes, understanding their relevance and usefulness. From the learning point of view, it was verified that, using these technologies, it is possible to provide a more active role to the students in the development of their knowledge, given that these resources make the learning process more appealing. It was observed that the participants developed an understanding of these technologies, as well as a change in teaching habits and perspectives. The participation of teachers in this project in favour of the educational use of IT was welcome. These results are favourable towards integrating these technologies in the classroom and indicate that technological teaching resources should be considered as seriously as traditional teaching resources.
The integration of digital technologies in the teacher's training process can be carried out in very different ways and also different contexts. In addition to always being seen as a beneficial integration, it can also have several setbacks and limitations, for which knowing the teachers' perspective is tantamount. In this sense, this research work was performed in the scope of the master’s degree in Education, in the area of specialisation E-Learning and Distance Learning of the Institute of Education of the University of Lisbon, that aims to analyse the challenges and opportunities of the integration of digital technologies in the curriculum from the teacher's perspective, through the project “Digital Learning”. Using a qualitative methodology, teachers from primary schools from the city of Amadora that participated in this project, were interviewed with the target of understanding their perspective in relation to these technologies and their impact in the teachers' professional development. Teachers inserted in this project appreciated and valued the use of digital technologies at school and in their classes, understanding their relevance and usefulness. From the learning point of view, it was verified that, using these technologies, it is possible to provide a more active role to the students in the development of their knowledge, given that these resources make the learning process more appealing. It was observed that the participants developed an understanding of these technologies, as well as a change in teaching habits and perspectives. The participation of teachers in this project in favour of the educational use of IT was welcome. These results are favourable towards integrating these technologies in the classroom and indicate that technological teaching resources should be considered as seriously as traditional teaching resources.
Descrição
Dissertação de mestrado, Educação e Formação (Área de especialização em E-Learning e Formação à Distância), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Tecnologias digitais Professores - Formação Professores do ensino básico (1º Ciclo) Tecnologias da informação e da comunicação Teses de mestrado - 2022