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As condições da infraestrutura tecnológica e sua influência na integração de ambientes de aprendizagem enriquecidos pelas TIC numa IES angolana
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Abstract(s)
A infraestrutura tecnológica desempenha um papel fundamental na mediação do processo de ensino e aprendizagem. A mediação simbólica diz respeito à relação entre o sujeito e o mundo, estabelecida por meio de signos e instrumentos. O principal objetivo deste estudo foi analisar se as condições da infraestrutura tecnológica de uma IES angolana, em articulação com os recursos tecnológicos de professores e estudantes, favorecem o uso efetivo das TIC em ambientes de aprendizagem enriquecidos pelas tecnologias. Adotou-se uma abordagem qualitativa, com a aplicação de dois questionários a 83 docentes e 521 estudantes, sendo os dados tratados por meio de estatística descritiva. Os resultados revelam que apesar dos avanços na disponibilização de infraestrutura, dispositivos digitais, softwares e Internet, persistem discrepâncias significativas entre os recursos tecnológicos efetivamente acessíveis a professores, estudantes e à própria instituição, em comparação com o que a teoria aponta como necessário para a integração das TIC no currículo. Essas limitações comprometem o uso efetivo, sustentável e equitativo das TIC em ambientes de aprendizagem. Este estudo contribui para uma compreensão mais aprofundada das perceções de docentes e discentes de uma IES angolana relativamente às condições de infraestrutura tecnológica e às suas próprias condições tecnológicas, podendo os resultados, face ao contexto, apresentar potencial de generalizações para as demais IES em Angola.
Technological infrastructure plays a fundamental role in mediating the teaching and learning process. Symbolic mediation refers to the relationship between the individual and the world, established through signs and instruments. The main objective of this study was to analyze whether the technological infrastructure conditions of an Angolan higher education institution (HEI), in conjunction with the technological resources available to teachers and students, favor the effective use of ICT in technology-enhanced learning environments. A qualitative approach was adopted, applying two questionnaires to 83 lecturers and 521 students, with the data processed through descriptive statistics. The findings reveal that, despite advances in the availability of infrastructure, digital devices, software, and Internet access, significant discrepancies remain between the technological resources effectively available to teachers, students, and the institution itself, when compared to what theory indicates as necessary for the integration of ICT into the curriculum. These limitations compromise the effective, sustainable, and equitable use of ICT in learning environments. This study contributes to a deeper understanding of the perceptions of lecturers and students from an Angolan HEI regarding technological infrastructure conditions and their own technological means, with potential for broader generalizations to other HEIs in Angola.
Technological infrastructure plays a fundamental role in mediating the teaching and learning process. Symbolic mediation refers to the relationship between the individual and the world, established through signs and instruments. The main objective of this study was to analyze whether the technological infrastructure conditions of an Angolan higher education institution (HEI), in conjunction with the technological resources available to teachers and students, favor the effective use of ICT in technology-enhanced learning environments. A qualitative approach was adopted, applying two questionnaires to 83 lecturers and 521 students, with the data processed through descriptive statistics. The findings reveal that, despite advances in the availability of infrastructure, digital devices, software, and Internet access, significant discrepancies remain between the technological resources effectively available to teachers, students, and the institution itself, when compared to what theory indicates as necessary for the integration of ICT into the curriculum. These limitations compromise the effective, sustainable, and equitable use of ICT in learning environments. This study contributes to a deeper understanding of the perceptions of lecturers and students from an Angolan HEI regarding technological infrastructure conditions and their own technological means, with potential for broader generalizations to other HEIs in Angola.
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Keywords
Ensino superior Angola infraestrutura digital Integração das TIC no ensino e aprendizagem UTAUT Higher education Digital infrastructure ICT integration in teaching and learning
Pedagogical Context
Citation
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Universidade Aberta. LE@D