Inclusão digital de professores nas escolas públicas da Região Metropolitana de Belém: A utilização do laboratório de informática pelos docentes
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Data
2014
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Com a chegada e afirmação da revolução digital, através da tecnologia da
informação e comunicação, o professor precisou adquirir mais habilidades para lhe dar
dentro do seu cotidiano pedagógico: a possibilidade da utilização das TIC (Tecnologias da
Informação e Comunicação) no seu processo de ensino-aprendizagem.
O objetivo dessa pesquisa foi identificar as dificuldades que impedem os docentes
em utilizar estas tecnologias em escolas que possuam laboratório de informática, sendo que
estas instituições de ensino são da rede pública do Estado do Pará, mais precisamente na
cidade de Belém. Para recolher os dados, utilizou-se um questionário, o qual foi aplicado a
uma amostra de professores em três escolas diferentes da cidade, tratando-se assim de um
estudo de caso múltiplo, de carácter qualiquanti.
Após as análises dos dados, os resultados revelaram que os maiores entraves dos
professores para usar as TIC, nas escolas estudadas, são a falta de infraestrutura
tecnológica adequada nas escolas, falta de capacitação, medo, insegurança, resistência e
não saber como utilizar a tecnologia no seu dia-a-dia na escola. Assim, o nosso estudo
aponta para a necessidade de formação dos professores para que usem as TIC e as
possam vir a integrar na sua prática pedagógica.
With the arrival and affirmation of the digital revolution, through information and communication technology, the teacher has been forced to acquire more skills to work better in his everyday teaching, namely the possibility of using ICT (Information and Communication Technologies) in his teaching and learning process. The objective of this research was to identify the difficulties that hinder teachers to use these technologies in schools which have computer labs. These ones are public educational institutions located in the State of Pará, in Belém city. To collect the data, it was used a questionnaire, which was administered to a sample of teachers in three different schools in the city, configuring this study as a multiple case study, in which was applied a qualitative and quantitative research. After the data analysis, the results revealed that the greatest obstacles for teachers to use ICT in the schools are the lack of adequate technology infrastructure, the lack of training, fear, insecurity, resistance and lack of knowledge in how to use technology at school. Thus, our study points that is important to train teachers to use ICT in an integrated way into their teaching.
With the arrival and affirmation of the digital revolution, through information and communication technology, the teacher has been forced to acquire more skills to work better in his everyday teaching, namely the possibility of using ICT (Information and Communication Technologies) in his teaching and learning process. The objective of this research was to identify the difficulties that hinder teachers to use these technologies in schools which have computer labs. These ones are public educational institutions located in the State of Pará, in Belém city. To collect the data, it was used a questionnaire, which was administered to a sample of teachers in three different schools in the city, configuring this study as a multiple case study, in which was applied a qualitative and quantitative research. After the data analysis, the results revealed that the greatest obstacles for teachers to use ICT in the schools are the lack of adequate technology infrastructure, the lack of training, fear, insecurity, resistance and lack of knowledge in how to use technology at school. Thus, our study points that is important to train teachers to use ICT in an integrated way into their teaching.
Descrição
Orientação: Ana Paula Silva
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, CULTURA DIGITAL, LITERACIA DIGITAL, PROFESSORES, FORMAÇÃO DE PROFESSORES, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, EDUCAÇÃO TECNOLÓGICA, EDUCATION, DIGITAL CULTURE, DIGITAL LITERACY, TEACHERS, TEACHERS EDUCATION, INFORMATION AND COMMUNICATION TECHNOLOGIES, TECHNOLOGY EDUCATION, BRASIL, BELÉM, BRAZIL, BELÉM