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Caracterização da percepção e do uso de tecnologias digitais na prática pedagógica de um conjunto de professores da área de nutrição
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Resumo(s)
Os professores têm um papel crucial nas mudanças de paradigmas em relação à integração das
TIC no currículo, o que dependerá de sua atitude e motivação, mas também de sua formação.
O presente estudo buscou investigar o que pensa um conjunto de professores do ensino superior
na área de nutrição sobre o uso das tecnologias na educação superior e como as utilizam em
sua prática. Para tanto, foram realizadas entrevistas semi-dirigidas, utilizando-se a técnica de
análise categorial temática para analisar as transcrições, com base em um sistema de análise
gerado de forma indutiva a partir dos dados recolhidos e do guião de entrevista. Notamos que
os professores percebem a presença das TIC de forma inerente e irreversível no cotidiano da
sociedade, mas ainda não percebem e nem integram as ferramentas tecnológicas como recurso
pedagógico, de modo a potencializar o aprendizado dos alunos. Pelas referências observamos
que o smartphone e/ou computador são usados para as mesmas tarefas que eram realizadas sem
as ferramentas. Demonstram ter ciência da existência das TIC, mas não sabem como integralas à sua prática em sala de aula. Sugerimos que sejam realizadas mais investigações nessa
linha, de modo a aprofundar o conhecimento sobre as competências que os professores
acreditam que precisam desenvolver e como podem ser desenhados cursos de formação
docente para integração efetiva das TIC na educação superior na perspectiva de aprender com
tecnologias.
Professors have a crucial role in changing paradigms regarding the integration of ICT in the curriculum, which will depend on their attitude and motivation, but also on their training. The present study sought to investigate what a group of university professors, in the area of nutrition, thinks about the use of technologies in higher education and how they use them in their practice. For this, semi-directed interviews were carried out, using the thematic categorical analysis technique to analyze the transcriptions, based on an analysis system generated inductively from the data collected and the interview guide. We note that professors perceive the presence of ICT in an inherent and irreversible way in society's daily lives, but they still do not perceive or integrate technological tools as a pedagogical resource, in order to enhance students' learning. From the references we observed that the smartphone and/or computer are used for the same tasks that were performed without the tools. They are aware of the existence of ICT, but do not know how to integrate it into their classroom practice. We suggest that further research be carried out along these lines, in order to deepen the knowledge about the competences that professors believe they need to develop and how teacher training courses can be designed for effective integration of ICT in higher education in the perspective of learning with technologies.
Professors have a crucial role in changing paradigms regarding the integration of ICT in the curriculum, which will depend on their attitude and motivation, but also on their training. The present study sought to investigate what a group of university professors, in the area of nutrition, thinks about the use of technologies in higher education and how they use them in their practice. For this, semi-directed interviews were carried out, using the thematic categorical analysis technique to analyze the transcriptions, based on an analysis system generated inductively from the data collected and the interview guide. We note that professors perceive the presence of ICT in an inherent and irreversible way in society's daily lives, but they still do not perceive or integrate technological tools as a pedagogical resource, in order to enhance students' learning. From the references we observed that the smartphone and/or computer are used for the same tasks that were performed without the tools. They are aware of the existence of ICT, but do not know how to integrate it into their classroom practice. We suggest that further research be carried out along these lines, in order to deepen the knowledge about the competences that professors believe they need to develop and how teacher training courses can be designed for effective integration of ICT in higher education in the perspective of learning with technologies.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Tecnologias da informação e da comunicação Ensino superior Professores - Formação Prática pedagógica Teses de mestrado - 2020