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Uso de recursos digitais no ambiente escolar moçambicano: desafios no ensino superior
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Advisor(s)
Abstract(s)
O presente artigo visa avaliar o nível de competência dos professores do ensino superior, no uso de recursos digitais no ambiente escolar em Moçambique, numa perspectiva da formação adequada, de modo, a que, este uso potencie sucessos no processo de ensino-aprendizagem quer para os professores quer para os alunos. Versado na abordagem qualitativa e exploratória quanto ao objetivo, este artigo resulta duma revisão da literatura, partindo da seguinte questão de investigação: Quais são os desafios impostos aosprofessores, do ensino superior, no uso de recursos digitais em ambiente escolar em Moçambique? A base de compilação dos conteúdos do objeto da pesquisa decorreu via on-line, através do Google Académico, envolvendo vários artigos e trabalhos de teses de doutoramento. A categorização e análise de dados, baseada em análise de conteúdo, permitiu demonstrar que a intensificação do uso das tecnologias no nível superior, em Moçambique, partiu com o surgimento da pandemia covid-19 e visava dar continuidade do ensino online com encerramento das aulas presenciais. Assim, desde que a pandemia surgiu, o sector de educação ganhou uma nova dinâmica pedagógica na integração e uso de recursos digitais de informação e comunicação e conduziu os principais atores pedagógicosde todo subsistema de ensino na integração de novas competências pedagógicas para dar seguimento ao processo de ensino-aprendizagem. Ao nível do ensino superior, esta inovação é usada quando os docentes interagem com os alunos, como forma de evitar maior concentração e contacto direto entre os alunos e os professores, cujos dispositivos específicos em uso nesta modalidade são a máquina foto, scanner, telemóvel, computador, notebook, PC/Tablet, PDA, iPad, pendrive. Para além destes, destaca-se a internet (videoconferência, teleconferência, bibliotecas digitais, Wikipédia, Google) robótica, havendo casos onde se recorre à plataforma de WhatsApp por se considerar viável e de fácil acesso.
This article aims to assess the level of competence of higher education teachers in the use of digital resources in the school environment in Mozambique, from the perspective of adequate training, so that this use can lead to success in the teaching-learning process for both teachers and students. Based on a qualitative and exploratory approach, this article is the result of a literature review, based on the following research question: What are the challenges for higher education teachers in using digital resources in a school environment in Mozambique? The basis for compiling the contents of the research object was online, through Google Scholar, involving various articles and doctoral theses. The categorization and analysis of data, based on content analysis, has shown that the intensification of the use of technologies at higher education level in Mozambique began with the emergence of the covid-19 pandemic and aimed to provide continuity in online education when face-to-face classes were closed. Thus, since the pandemic emerged, the education sector has gained a new pedagogical dynamic in the integration and use of digital information and communication resources and has led the main pedagogical actors of the entire education subsystem to integrate new pedagogical skills to continue the teaching-learning process. In higher education, this innovation is used when teachers interact with students, as a way of avoiding greater concentration and direct contact between students and teachers, whose specific devices in use in this modality are the photoD machine, scanner, cell phone, computer, notebook, PC/Tablet, PDA, iPad, pendrive. In addition to these, the internet (videoconferencing, teleconferencing, digital libraries, Wikipedia, Google, Skype) Robotics, and there are cases where the WhatsApp platform is used because it is considered viable and easily accessible.
This article aims to assess the level of competence of higher education teachers in the use of digital resources in the school environment in Mozambique, from the perspective of adequate training, so that this use can lead to success in the teaching-learning process for both teachers and students. Based on a qualitative and exploratory approach, this article is the result of a literature review, based on the following research question: What are the challenges for higher education teachers in using digital resources in a school environment in Mozambique? The basis for compiling the contents of the research object was online, through Google Scholar, involving various articles and doctoral theses. The categorization and analysis of data, based on content analysis, has shown that the intensification of the use of technologies at higher education level in Mozambique began with the emergence of the covid-19 pandemic and aimed to provide continuity in online education when face-to-face classes were closed. Thus, since the pandemic emerged, the education sector has gained a new pedagogical dynamic in the integration and use of digital information and communication resources and has led the main pedagogical actors of the entire education subsystem to integrate new pedagogical skills to continue the teaching-learning process. In higher education, this innovation is used when teachers interact with students, as a way of avoiding greater concentration and direct contact between students and teachers, whose specific devices in use in this modality are the photoD machine, scanner, cell phone, computer, notebook, PC/Tablet, PDA, iPad, pendrive. In addition to these, the internet (videoconferencing, teleconferencing, digital libraries, Wikipedia, Google, Skype) Robotics, and there are cases where the WhatsApp platform is used because it is considered viable and easily accessible.
Description
Keywords
Educação Ensino superior Processo de ensino-aprendizagem Recursos digitais Education Higher education Teaching-learning process Digital resources
Citation
Artur , B., Dinga, R. S., & Gonçalves , B. M. F. (2024). USO DE RECURSOS DIGITAIS NO AMBIENTE ESCOLAR MOÇAMBICANO: desafios no Ensino Superior. Video Journal of Social and Human Research, 3(1), 22–34. https://doi.org/10.18817/vjshr.v3i1.53
Publisher
Universidade Aberta | Universidade Estadual do Maranhão