As Tecnologias de Informação e Comunicação na Prática Pedagógica : Concepções de Professores e Alunos de uma Escola de São Gonçalo, RJ
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2016
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Resumo
O presente estudo investiga como a partir das concepções de professores e alunos, o uso de
Tecnologias de Informação e Comunicação (TIC) podem ser utilizadas como meio de
aprendizagem em sala de aula. Por meio da revisão da literatura, apresenta-se o histórico do uso
pedagógico de TIC no Brasil. Foi realizada uma pesquisa quali quantitativa com oito professores
(entrevistas) e 130 alunos (questionário) numa escola de Ensino Fundamental e Médio para analisar quais são suas concepções sobre o uso das TIC na sala de aula e qual o impacto na
aprendizagem.
Os resultados obtidos permitiram constatar que o uso das TIC possibilita a realização de aulas
mais dinâmicas e mais participativas. Através das TIC os alunos conseguem fazer comparações
entre os conteúdos digitais utilizados no dia-a-dia com o que é lecionado em sala de aula.Os
professores defendem o uso dasTIC em sala de aula e consideram que há mais benefícios do que
nas aulas tradicionais. Muitos professores sustentam que deve haver mais treinamento para que se tenha uma maior qualidade na aplicação destes recursos em sala de aula. De forma parecida, os
professores informam ainda que não seria possível apenas uso das TIC sem uma metodologia
significativa para o aluno.
This study investigates, the conceptions of teachers and students, how the use of Information and Communication Technologies (ICT) may be used as a means of learning in the classroom. Through literature review, presents the history of the pedagogical use of ICT in Brazil. One qualitative and quantitative research with teachers (interviews) and students (questionnaire) their effects on learning was performed to analyze which sound their views on the use of ICT in the classroom and. Checked with the analysis of the interviews and questionnaires to students that the use of ICT is an excellent way to become more dynamic and more participative class. Students end up having a multidisciplinary learning. With technology as the basis for conducting research and the search for knowledge. Moreover, with the help of the teachers alumos can make comparisons between digital content used in day by day with that taught in the classroom. Teachers advocate the use of ICT in the classroom and consider that there are more benefits than traditional classes. Many teachers argue that there should be more training in order to have a higher quality in the application of new resources in the classroom. Similarly teachers report that can not be achieved using ICT because there must also be an addition to the presentation of the content in more detail by the teacher.
This study investigates, the conceptions of teachers and students, how the use of Information and Communication Technologies (ICT) may be used as a means of learning in the classroom. Through literature review, presents the history of the pedagogical use of ICT in Brazil. One qualitative and quantitative research with teachers (interviews) and students (questionnaire) their effects on learning was performed to analyze which sound their views on the use of ICT in the classroom and. Checked with the analysis of the interviews and questionnaires to students that the use of ICT is an excellent way to become more dynamic and more participative class. Students end up having a multidisciplinary learning. With technology as the basis for conducting research and the search for knowledge. Moreover, with the help of the teachers alumos can make comparisons between digital content used in day by day with that taught in the classroom. Teachers advocate the use of ICT in the classroom and consider that there are more benefits than traditional classes. Many teachers argue that there should be more training in order to have a higher quality in the application of new resources in the classroom. Similarly teachers report that can not be achieved using ICT because there must also be an addition to the presentation of the content in more detail by the teacher.
Descrição
Orientação: Manuel Tavares Gomes ; co-orientação: Dulce Maria Morais Franco
Palavras-chave
MESTRADO EM EDUCAÇÃO, EDUCAÇÃO, EDUCATION, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, INFORMATION AND COMMUNICATION TECHNOLOGIES, PRÁTICAS PEDAGÓGICAS, PEDAGOGICAL PRACTICES, ESCOLARIDADE OBRIGATÓRIA, COMPULSORY SCHOOLING