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Advisor(s)
Abstract(s)
The integration of digital technologies in education stimulates methodological changes with an impact
on the ways of teaching to learn and learning to learn and, therefore, requires up-to-date digital
resources available for innovative educational practices. In general, there have been projects that
equipped Portuguese schools, but without concern for teacher training and, therefore, it is crucial to
understand if the inclusion of these resources in the current educational environment promotes
innovative practices or if there are still obstacles preventing change and the development of a student
profile for the 21st Century [1]. The purpose of this study is to understand if the current reality still
hinders change in education, or facilitates this change by making available a digital technological
educational environment that supports innovative and dynamic practices that prepare students for the
reality in which they live in. We also want to know if a classroom equipped for the frequent and
effective use of ICT is enough and what makes teachers include digital technological resources in their
educational practices.
In this context, an exploratory quantitative and qualitative study was chosen. Data collection was
carried out by open and closed questionnaire surveys. As for the analysis, in the first phase, three
open questions were analyzed in 14 questionnaires applied to trainees in public elementary schools
(1st cycle of basic education), and two open questions in five questionnaires applied to cooperating
teachers, guiding these students to teach in the same schools. In the second phase, three closed
questions were analyzed in a questionnaire applied to approximately 1200 teachers in the Porto
metropolitan area.
Trough the analysis of the results obtained in both phases mentioned above, four categories related to
the obstacles that currently exist in primary schools and that negatively influence the teaching and
learning process were identified. It was not surprising that the existence of digital technological
resources in the educational context is not sufficient, since there are other factors that inhibit or
promote the use of ICT. The obstacles which inhibit the frequency of use impose measures within the
context of teacher training, including a reflection on the course syllabus. The factors that promote the
use of ICT focus mainly on three categories. It was possible to verify that the success of the
integration depends on: a) the articulation of aligned projects that involve the availability of various
technological resources, namely computers and wireless networks; b) the context of the educational
community; c) the training of children, the technical and pedagogical training of teachers and their
creative capacity in the construction of strategies and didactic resources as well as their vision of
education.
Description
Keywords
Innovation Initial teacher education ICT Methodological renewal Opportunities and Obstacle