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Integração das tecnologias digitais na prática pedagógica
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Orientador(es)
Resumo(s)
O presente trabalho de investigação, inserido no âmbito do Mestrado em Educação, na área de
especialidade em Educação e Tecnologias Digitais do Instituto de Educação da Universidade
de Lisboa, visa analisar como é feita a integração curricular das tecnologias numa escola
portuguesa, situada no sotavento algarvio. Aceitaram o convite para participar na investigação
cinco professores do terceiro ciclo do ensino básico (dois da área de Português, um de Inglês,
um de Matemática e um de Física e Química), que apresentaram as suas perceções em
entrevistas semiestruturadas. Estas foram posteriormente segmentadas em unidades de sentido
para serem analisadas, segundo um sistema categorizado de análise. Foram definidas quatro
dimensões, nomeadamente Conceções Pedagógicas dos Professores, Tecnologias Digitais nas
Escolas, Práticas do Professor e Balanço/Avaliação do uso das TIC na Aprendizagem. Nas
Conclusões retomam-se as questões de investigação, definidas inicialmente, e termina-se com
uma reflexão sobre o possível contributo deste estudo na área da Educação, bem como as
limitações a levar em conta no processo.
The current research, inserted in the scope of the master’s in education in Education and Digital Technologies, of the Institute of Education of the University of Lisbon, intends to show how the curricular integration of technologies is done in a Portuguese school, located in the eastern Algarve. Five teachers from 7 th to 9 th grade accepted the invitation to participate in the investigation (two from Portuguese, one from English, one from Mathematics and one from Physics and Chemistry), who presented their perceptions in the semi-structured interviews. These were subsequently segmented in units of meaning in order to be analysed according to a categorized system of analysis. Four dimensions were defined, namely Teachers’ Pedagogical Conceptions, Digital Technologies in Schools, Teacher Practices and Analysis/Evaluation of the use of ICT in Learning. The Conclusions return to the research questions defined initially and end with a reflection on the possible contribution of this study in Education, as well as the limitations to be taken into account in the process.
The current research, inserted in the scope of the master’s in education in Education and Digital Technologies, of the Institute of Education of the University of Lisbon, intends to show how the curricular integration of technologies is done in a Portuguese school, located in the eastern Algarve. Five teachers from 7 th to 9 th grade accepted the invitation to participate in the investigation (two from Portuguese, one from English, one from Mathematics and one from Physics and Chemistry), who presented their perceptions in the semi-structured interviews. These were subsequently segmented in units of meaning in order to be analysed according to a categorized system of analysis. Four dimensions were defined, namely Teachers’ Pedagogical Conceptions, Digital Technologies in Schools, Teacher Practices and Analysis/Evaluation of the use of ICT in Learning. The Conclusions return to the research questions defined initially and end with a reflection on the possible contribution of this study in Education, as well as the limitations to be taken into account in the process.
Descrição
Dissertação de Mestrado, Educação (Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Competências digitais Prática pedagógica Tecnologias digitais Professores Teses de mestrado - 2021