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Advisor(s)
Abstract(s)
A utilização das Tecnologias da Informação e Comunicação (TIC) como
ferramentas cognitivas foi o propósito deste projeto. A problemática da
introdução das TIC na sala de aula numa perspetiva construtivista levou-nos
ao nosso estudo empírico, onde utilizamos uma metodologia de investigação
quantitativa e qualitativa numa triangulação que nos pareceu mais adequada
a este estudo. Como método foi adotado o estudo de caso e utilizamos como
fontes de recolha de dados o inquérito por questionário a professores e
alunos e uma entrevista a um especialista na área das TIC.
O resultado do estudo efetuado permitiu-nos verificar que da parte dos
docentes existe uma necessidade de formação e informação na área das TIC
como ferramentas cognitivas, mais partilha de boas práticas e também mais
utilização de meios tecnológicos na sua ação de ensino e aprendizagem.
Quanto aos alunos, pensamos que com a mudança de atitude dos
professores, mudaremos também a sua forma de utilizar as TIC na sua
aprendizagem.
Na operacionalização do plano de ação, criamos três etapas de trabalho: a)
Oficina de Formação, b) Informação e c) promoção de atividades online.
Pensamos que com este plano daremos resposta à nossa questão de partida,
e criaremos um ambiente de ensino/aprendizagem onde as TIC se
transformem em ferramentas cognitivas de apoio à construção das
aprendizagens significativas dos alunos.
The use of Information and Communication Technologies (ICT) as cognitive tools was the purpose of this project. The issue of the introduction of ICT in the classroom in a constructivist perspective led us to our empirical study, where we used both a quantitative and qualitative research methodology in a triangulation that seemed the most appropriate for this study. As a method, we adopted this case study and used, as data-gathering sources, a survey to teachers and students and an interview with an expert in ICT. The result of the examination allowed us to verify that, from the teachers’ perspective, there is a need for further training and information in ICT as cognitive tools, plus the sharing of best practices and also more use of technological tools in their work of teaching and learning. As for the students, we think that with a change of attitude by the teachers, we will also change the way they use ICT in their learning. In the execution of the action plan, we created three stages of work: a) Training Workshop, b) Information and c) Promotion of online activities. We think that, with this plan, we will answer our initial question, and we will create a teaching/learning environment where the ICT will transform into cognitive tools to foster significant learning by the students
The use of Information and Communication Technologies (ICT) as cognitive tools was the purpose of this project. The issue of the introduction of ICT in the classroom in a constructivist perspective led us to our empirical study, where we used both a quantitative and qualitative research methodology in a triangulation that seemed the most appropriate for this study. As a method, we adopted this case study and used, as data-gathering sources, a survey to teachers and students and an interview with an expert in ICT. The result of the examination allowed us to verify that, from the teachers’ perspective, there is a need for further training and information in ICT as cognitive tools, plus the sharing of best practices and also more use of technological tools in their work of teaching and learning. As for the students, we think that with a change of attitude by the teachers, we will also change the way they use ICT in their learning. In the execution of the action plan, we created three stages of work: a) Training Workshop, b) Information and c) Promotion of online activities. We think that, with this plan, we will answer our initial question, and we will create a teaching/learning environment where the ICT will transform into cognitive tools to foster significant learning by the students
Description
Keywords
Ferramentas cognitivas Aprendizagens significativas Tecnologias de informação e comunicação (TIC) Construtivismo Cognitive tools Significant learning Information and communication technologies (ICT) Constructivism
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação