3 resultados para Educational technology|
em Universidade do Minho
Resumo:
Tese de Doutoramento em Cincias da Educao (rea de especializao em Tecnologia Educativa)
Resumo:
O desenvolvimento profissional dos professores de matemtica, por meio de programas nacionais e formaes contnuas, deve proporcionar experincias que envolvam investigao, pensamento, planeamento, prtica e reflexo. No caso da tecnologia, no nos devemos focar nas ferramentas em si, mas no modo como so usadas pelos docentes em contexto de sala de aula. Existem taxonomias de atividades de aprendizagem baseadas no contedo assentes na ideia do professor como construtor do currculo, que, para integrar com sucesso a tecnologia educativa nas aulas, desenvolve o conhecimento pedaggico e tecnolgico do contedo (TPACK), e apresenta-se a de matemtica. Desse modo, reflete-se, por meio de vrios estudos nacionais e internacionais, que as tecnologias devero ser usadas pelos professores de acordo com objetivos, contedos e pedagogias especficas para terem um efeito positivo na aprendizagem dos alunos sobre as atividades baseadas no contedo que melhor se enquadram com essas tecnologias.
Resumo:
In 2008, the XVII Portuguese Constitutional Government launched the e.escolinha programme, within the Technological Plan for Education, which set out the distribution of a computer, called Magalhes, designed for chil-dren attending the 1st cycle of basic education. Suspended in 2011 by the XIX Government, this programme has allowed, however, almost 500 000 children to have access to a personal computer. It was expected that this political measure would revolutionise the national education system by bringing changes to the pedagogical practices of teachers and the learning processes of children and by achieving educational success, in general. Based on documental analysis and on a set of interviews with key decision-makers in conceiving, implementing and monitoring this governmental initiative, the rst part of this chapter presents and analyses the e.escolinha initiative and the policies be-hind that governmental programme, seeking to disassemble those objectives and provide some insights into the relationship between discourses, rhetoric, and reality. After that, the chapter focuses on childrens uses and practices with the Magalhes laptop, at school and at home. Based on the results of questionnaires lled in by approximately 1500 children from 32 First Cycle public schools of the municipality of Braga (north of Portugal) and also from questionnaires applied to their parents and teachers, this chapter intends to analyse the real impact of this initiative for children, family and school. It also seeks to discuss the contribution of this educational policy to childrens digital literacy and also to their own and their families social and digital inclusion. To understand if it represented an added value to teachers pedagogical practice is another of its aims. The ndings point out a major focus on technology and access rather than on uses and competences or even on social, educational and cultural change. In fact, a major conclusion is the existence of a strong gap between the policy and the practices, typical of a top-down policy design. This study is an integrant part of a research project titled Navigating with Magalhes: Study on the Impact of Digital Media in Schoolchildren conducted at the University of Minho, Portugal, nanced by the Portuguese Foundation for Science and Technology [PTDC/CCI-COM/101381/2008] and co-funded by the European Regional Development Fund [COMPETE: FCOMP-01-0124-FEDER-009056].
