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As tecnologias da informação e comunicação no Ensino da História e da Geografia : inclusão ou exclusão digital
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Advisor(s)
Abstract(s)
Nos últimos anos, tem-se assistido a um conjunto de progressos tecnológicos. O acesso a computadores e à internet massificou-se e, por isso, assistimos ao crescimento da sociedade da informação e do conhecimento.
Não podendo ficar alheias a esse facto, as escolas devem aproveitar os progressos sentidos nesse campo para melhorar e adequar, cada vez mais, o processo de ensino às necessidades dos alunos. As novas tecnologias contribuem para uma mudança do pensamento educacional, pois facilitam a realização de práticas pedagógicas nas quais os alunos se podem assumir como atores principais no processo de construção do conhecimento.
Elaborado num contexto de confrontação com esse desafio de adequação das práticas docentes à realidade dos alunos, este relatório de estágio relata um estudo associado a um estágio em ensino de História e Geografia, que decorreu numa escola secundária. Através deste estudo, pretendi conhecer perspetivas de docentes e discentes sobre as Tecnologias da Informação e Comunicação (TIC), a fim de integrá-las de forma adequada na prática pedagógica.
Mais especificamente, procurei compreender perspetivas de professores e alunos sobre a utilização pedagógica das TIC e caracterizar situações de inclusão ou exclusão digital. Essa caracterização foi tida em conta no desenvolvimento de um conjunto de abordagens pedagógicas que combateram a exclusão digital.
A metodologia de investigação adotada inclui a realização de entrevistas às orientadoras cooperantes sobre a utilização das TIC no ensino e de aplicação de um questionário aos discentes de três turmas de Geografia, num total de cerca de 43 questionários, com questões relativas à noção de TIC, à utilização destas últimas no ensino e à exclusão digital.
ABSTRACT: In the last few years, we have been witnessing several technological advances. The access to computers and to the internet has intensified and, as a consequence, a society of information and knowledge has grown. Since they cannot remain indifferent to this fact, schools must take advantage of the progresses that emerge in order to improve and adjust their teaching process to the students’ needs. The new technologies contribute to a change in the educational thought because they facilitate the accomplishment of pedagogical practices in which the students can act as the main actors in the knowledge building process. This Internship report was prepared in a context of confrontation with the challenge of adapting the teaching practices to the reality of students, and it reports a study associated to an internship in History and Geography, which took place in a secondary school. Through this study, I wanted to know the teachers and students’ perspectives about Information and Communication Technologies (ICT), in order to integrate them in an adequate manner in the pedagogical practice. More specifically, I sought to understand the teachers and students’ perspectives on the pedagogical use of ICT and characterize situations of digital inclusion or division. This characterization was taken account in developing a set of pedagogical approaches that fought the digital divide. The resurch methodology adopted included interviews made to the cooperating teachers about the use of ICT in education and a survey made to three Geography classes, totaling about forty three questionnaires, with questions about the notion of ICT, their use in education and the digital divide.
ABSTRACT: In the last few years, we have been witnessing several technological advances. The access to computers and to the internet has intensified and, as a consequence, a society of information and knowledge has grown. Since they cannot remain indifferent to this fact, schools must take advantage of the progresses that emerge in order to improve and adjust their teaching process to the students’ needs. The new technologies contribute to a change in the educational thought because they facilitate the accomplishment of pedagogical practices in which the students can act as the main actors in the knowledge building process. This Internship report was prepared in a context of confrontation with the challenge of adapting the teaching practices to the reality of students, and it reports a study associated to an internship in History and Geography, which took place in a secondary school. Through this study, I wanted to know the teachers and students’ perspectives about Information and Communication Technologies (ICT), in order to integrate them in an adequate manner in the pedagogical practice. More specifically, I sought to understand the teachers and students’ perspectives on the pedagogical use of ICT and characterize situations of digital inclusion or division. This characterization was taken account in developing a set of pedagogical approaches that fought the digital divide. The resurch methodology adopted included interviews made to the cooperating teachers about the use of ICT in education and a survey made to three Geography classes, totaling about forty three questionnaires, with questions about the notion of ICT, their use in education and the digital divide.
Description
Mestrado, Ensino de História e de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário, 25 de Novembro de 2017, Universidade dos Açores.
Keywords
Ensino de Geografia (3º Ciclo e Secundário) Ensino de História (3º Ciclo e Secundário) Exclusão Digital Inclusão Digital Tecnologias da Informação e Comunicação (TIC) Digital Inclusion Information and Communication Technologies (ICT)
Pedagogical Context
Citation
Cabral, Diogo André Teves. "As tecnologias da informação e comunicação no Ensino da História e da Geografia: inclusão ou exclusão digital". 2016. 131 p.. (Dissertação de Mestrado em Ensino de História e de Geografia no 3.º Ciclo do Ensino Básico e no Ensino Secundário). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/4084>.