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Uso e potenciação das tecnologias digitais no ensino da educação visual e tecnológica : um estudo de caso em São Miguel
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| 1.33 MB | Adobe PDF |
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Abstract(s)
Esta sociedade, em rede, em constante mudança, plena de tecnologias, precisa de cidadãos que consigam adaptar-se e que possuam competências que lhes permita singrar na presença delas. É assim necessário que a escola também se modifique e se adapte à realidade, onde o professor não é o detentor de todo o conhecimento e sim o facilitador de aprendizagens.
Pretendeu-se com este estudo conhecer e analisar a forma como os professores de Educação Visual e Tecnológica se estão a apropriar, do ponto de vista pedagógico, das Tecnologias de Informação e Comunicação e como estão a potenciar o seu uso na sala de aula. Foi efetuado um estudo de caso, de cariz qualitativo. Para tal, foram realizadas onze entrevistas, a professores de Educação Visual e Tecnológica, que lecionam na ilha de São Miguel, no arquipélago dos Açores. Foi utilizada a técnica de Análise de conteúdo, por forma a tentar perceber a realidade descrita nas entrevistas. Da análise efetuada concluiu-se que a maioria dos professores apenas usam, nas aulas de Educação Visual e Tecnológica, recursos como o computador, o projetor e a internet, usando, estas tecnologias, como ferramentas de auxílio ao trabalho do professor, não se apropriando das características pedagógicas destas, apesar de possuírem alguma formação na área das Tecnologias de Informação e Comunicação. Ficou também patente que as escolas ainda não estão convenientemente apetrechadas de material necessário para que os alunos possam aprender com o apoio das Tecnologias de Informação e Comunicação. E que, os coordenadores, no seu papel de supervisores pedagógicos, não estão a promover, convenientemente o uso das tecnologias educativas.
This networked society, constantly changing, full of technologies, needs citizens who can adapt and who have the skills that allow them to move in their presence. It is thus necessary that the school also modifies and adapts to reality, where the teacher is not the owner of all knowledge but the facilitator of learning. The objective of this study was to know and analyze how Visual and Technological Education (Educação Visual e Tecnológica) teachers are appropriating, from the pedagogical point of view, Information and Communication Technologies and how they are empowering their use in the classroom. A qualitative case study was carried out. For that, eleven interviews were conducted to teachers of Visual and Technological Education, who teach of São Miguel Island, in the archipelago of the Azores. In order to understand the reality described in the interviews, the technique of Content Analysis was used. From the analysis carried out, it was concluded that the computer, the projector and the internet are the most common tools used by the majority of teachers in Visual and Technological Education classes. Although they have some training in Information and Communication Technologies, they do not use the pedagogical characteristics of these. It also became clear that schools are not yet adequately equipped with the necessary material so that students can learn with the support of Information and Communication Technologies. And that, in their role as pedagogical supervisors, the coordinators are not promoting, properly, the use of educational technologies.
This networked society, constantly changing, full of technologies, needs citizens who can adapt and who have the skills that allow them to move in their presence. It is thus necessary that the school also modifies and adapts to reality, where the teacher is not the owner of all knowledge but the facilitator of learning. The objective of this study was to know and analyze how Visual and Technological Education (Educação Visual e Tecnológica) teachers are appropriating, from the pedagogical point of view, Information and Communication Technologies and how they are empowering their use in the classroom. A qualitative case study was carried out. For that, eleven interviews were conducted to teachers of Visual and Technological Education, who teach of São Miguel Island, in the archipelago of the Azores. In order to understand the reality described in the interviews, the technique of Content Analysis was used. From the analysis carried out, it was concluded that the computer, the projector and the internet are the most common tools used by the majority of teachers in Visual and Technological Education classes. Although they have some training in Information and Communication Technologies, they do not use the pedagogical characteristics of these. It also became clear that schools are not yet adequately equipped with the necessary material so that students can learn with the support of Information and Communication Technologies. And that, in their role as pedagogical supervisors, the coordinators are not promoting, properly, the use of educational technologies.
Description
Keywords
Educação visual e tecnológica Tecnologia da informação e comunicação Ensino Papel do professor Salas de aula Ilha de S. Miguel Açores Visual and technological education Information and communication technologies Azores
Citation
Vieira, Paula Catarina Fernandes - Uso e potenciação das tecnologias digitais no ensino da educação visual e tecnológica [Em linha]: um estudo de caso em São Miguel. [S.l.]: s.n.], 2017. 121 p.