| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.81 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A utilização dos recursos tecnológicos dentro da sala de aula surge como uma
ligação neste projeto entre a aprendizagem de uma Língua Estrangeira e as
novas formas de ensino-aprendizagem.
A partir da utilização dos recursos tecnológicos o docente pode centrar o
ensino-aprendizagem no aluno, permanecendo sempre como um orientador
vital e indispensável ao ensino-aprendizagem. Para além disto, os recursos
tecnológicos, nomeadamente os vídeos, podem e devem, na minha perspetiva,
ser utilizados como uma realidade filtrada. Ou seja, os vídeos devem ser
realistas ou que representem a realidade para que a aprendizagem dos alunos
seja aplicada ao mundo real. Embora os vídeos sejam realistas ou representem
a realidade, estes têm uma espécie de filtro, assim surge o nome realidade
filtrada, pois o vídeo pode ser selecionado, cortado, prolongado, entre outros,
de forma a destacar determinadas partes do mesmo e ignorar outras, algo que
não acontece no mundo real e que pode perturbar a aprendizagem dos alunos:
ou seja, quase uma seleção da informação importante e vital e uma exclusão da
informação errada e desnecessária. Para além desta vantagem, os recursos
tecnológicos, nomeadamente os vídeos, têm características vitais para a
aprendizagem de uma LE, neste caso o Inglês, especialmente na atenção, na
motivação e na memória dos alunos.
Mas como tudo isto se configura? E quais são os entraves? Será assim tão
fácil integrar estes recursos no ensino atual? E serão assim tantas as vantagens
desta integração na aprendizagem de uma LE. A partir deste estudo explorei
estas questões e muitas outras e coloquei algumas teorias à prova durante a
(PES)- Prática de Ensino Supervisionada.
The use of technological resources within the classroom emerges as a link in this project between the learning of a Foreign Language and the new forms of teaching-learning. From the use of technological resources, the teacher can center the teachinglearning on the student, always remaining as a vital and indispensable guide to teaching-learning. However, technological resources, namely videos, can and should, in my opinion, be used as a filtered reality. In other words, the videos must be realistic or represent reality so that the student-learning can be applied to the real world. Even though these videos are realistic or represent the real world, they have some sort of filter, thus the name filtered reality, because the video can be selected, cut, extended, among others, in order to enhance certain parts of it and ignore others, which is something that does not happen in the real world and that can disturb students' learning, it is a selection of important and vital information and an exclusion of wrong and unnecessary information. Moreover, technological resources, namely, videos have vital characteristics for the learning of a Foreign Language, in this case English, especially in the attention, motivation and memory of the students. But how can this happen? And what are the setbacks? Is it really that easy to integrate these resources into today's education? Will there be as many advantages of this integration in the learning of a Foreign Language? For this study I explored these questions and many others and put some theories to the test during my (PES) - Supervised Teaching Practice.
The use of technological resources within the classroom emerges as a link in this project between the learning of a Foreign Language and the new forms of teaching-learning. From the use of technological resources, the teacher can center the teachinglearning on the student, always remaining as a vital and indispensable guide to teaching-learning. However, technological resources, namely videos, can and should, in my opinion, be used as a filtered reality. In other words, the videos must be realistic or represent reality so that the student-learning can be applied to the real world. Even though these videos are realistic or represent the real world, they have some sort of filter, thus the name filtered reality, because the video can be selected, cut, extended, among others, in order to enhance certain parts of it and ignore others, which is something that does not happen in the real world and that can disturb students' learning, it is a selection of important and vital information and an exclusion of wrong and unnecessary information. Moreover, technological resources, namely, videos have vital characteristics for the learning of a Foreign Language, in this case English, especially in the attention, motivation and memory of the students. But how can this happen? And what are the setbacks? Is it really that easy to integrate these resources into today's education? Will there be as many advantages of this integration in the learning of a Foreign Language? For this study I explored these questions and many others and put some theories to the test during my (PES) - Supervised Teaching Practice.
Description
Keywords
Recursos Tecnológicos Realidade Filtrada Motivação Atenção Memória Technological Resources Motivation Filtered Reality Attention Memory
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação