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Abstract(s)
Este trabalho aborda a temática das tecnologias da informação e
comunicação no processo de ensino e aprendizagem de jovens e adultos. A
problemática de como as tecnologias da informação e comunicação (TIC) estão
sendo integradas pelos professores no ensino‐aprendizagem de jovens e
adultos levou a um estudo empírico, que como objetivos metodológicos
quantificar dados, qualificando‐os por meio da análise das informações
coletadas, com o fim de se obter respostas conclusivas para reconhecer qual é
o uso de tecnologias no ambiente educacional, quais são os dispositivos
tecnológicos usados como apoio educacional, a quantidade de docentes e
discentes que fazem uso, o impacto da presença da tecnologia no ambiente
educacional e seus principais efeitos. O método selecionado para investigação
foi o estudo de caso e a recolha de dados se deu predominantemente através
de inquérito por questionário e posterior análise.
O estudo teve como objetivo geral investigar a utilização de TIC no ensinoaprendizagem
de jovens e adultos, identificando dificuldades na sua utilização
e benefícios percebidos por parte dos professores.
Os resultados coletados no questionário aplicado a docentes e estudantes
demonstram que, tanto os professores, como os estudantes do Programa
Nacional de Integração da Educação Profissional com a Educação Básica na
modalidade de Jovens e Adultos (ProEJA) consideram que o uso de TIC é
importante para a experiência pessoal, para o desenvolvimento dos processos
educativos e na vida profissional. Também entre os recursos tecnológicos mais
usados pelos professores encontram‐se o notebook; no entanto os estudantes
afirmaram usar principalmente o smartphone.
Com relação às dificuldades para a implementação das TIC na educação,
tanto professores como alunos apontam a falta de formação dos professores.
Assim, para que haja a utilização das TIC nas instituições educativas, devem
existir professores que estejam formados e preparados para seu usoFinalmente, os estudantes afirmaram que se sentem mais interessado pelos
conteúdos quando usam TIC, que estas melhoram o desempenho escolar,
melhoram a autoestima, aumentam a concentração, ajudam na frequência
escolar, ajudam na criatividade, melhoram as competências da vida profissional
e facilitam a comunicação com o professor. Isto corrobora os resultados
analisados para os docentes.
Espera‐se que esse trabalho contribua para conscientizar as instituições
educativas e os professores para a importância das TIC na educação,
especialmente nos cursos do ProEJA.
This work addresses the theme of information and communication technologies in the teaching and learning process of young people and adults. The problem of how information and communication technologies (ICT) are being integrated by professors in the teaching‐learning of young people and adults led to an empirical study, which has as methodological objectives to quantify data, qualifying them by the analysis of the collected informations, in order to obtain conclusive answers to recognize the use of technologies in the educational environment, which are the technological devices used as educational support, the number of professors and students that make use, the impact of the presence of technology in the educational environment and its main effects. The method selected for investigation was the case study and data collection was predominantly through a questionnaire survey and subsequent analysis. The study aimed to investigate the use of ICT in the teaching and learning of young people and adults, identifying difficulties in their use and benefits perceived by the professor. The results collected in the questionnaire applied to professors and students demonstrate that both professors and students of the National Program of Integration of Professional Education with the Basic Education in the modality of Young People and Adults (ProEJA) consider that the use of ICT is important for personal experience, for the development of educational processes and in professional life. Also among the technological resources most used by professor are the notebook; however the students declared to use mainly the smartphone. With regard to the difficulties in the implementation of ICT in education, both professors and students point to the lack of professor training. Therefore, in order to use ICT in educational institutions, there must be professor who are trained and prepared for their use Finally, the students stated that they feel more interested in the content when they use ICT, that it improves school performance, improve self‐esteem, increase concentration, help in school attendance, help in creativity, improve professional life skills and facilitate communication with the teacher. This corroborates the results analyzed for the professors. This work is expected to contribute to the awareness of educational institutions and professor for the importance of ICT in education, especially in the courses of Proeja
This work addresses the theme of information and communication technologies in the teaching and learning process of young people and adults. The problem of how information and communication technologies (ICT) are being integrated by professors in the teaching‐learning of young people and adults led to an empirical study, which has as methodological objectives to quantify data, qualifying them by the analysis of the collected informations, in order to obtain conclusive answers to recognize the use of technologies in the educational environment, which are the technological devices used as educational support, the number of professors and students that make use, the impact of the presence of technology in the educational environment and its main effects. The method selected for investigation was the case study and data collection was predominantly through a questionnaire survey and subsequent analysis. The study aimed to investigate the use of ICT in the teaching and learning of young people and adults, identifying difficulties in their use and benefits perceived by the professor. The results collected in the questionnaire applied to professors and students demonstrate that both professors and students of the National Program of Integration of Professional Education with the Basic Education in the modality of Young People and Adults (ProEJA) consider that the use of ICT is important for personal experience, for the development of educational processes and in professional life. Also among the technological resources most used by professor are the notebook; however the students declared to use mainly the smartphone. With regard to the difficulties in the implementation of ICT in education, both professors and students point to the lack of professor training. Therefore, in order to use ICT in educational institutions, there must be professor who are trained and prepared for their use Finally, the students stated that they feel more interested in the content when they use ICT, that it improves school performance, improve self‐esteem, increase concentration, help in school attendance, help in creativity, improve professional life skills and facilitate communication with the teacher. This corroborates the results analyzed for the professors. This work is expected to contribute to the awareness of educational institutions and professor for the importance of ICT in education, especially in the courses of Proeja
Description
Keywords
Educação de jovens e adultos ProEJA Sucesso educativo ICT Youth and adult education Educational success
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação