Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos

Detalhes bibliográficos
Autor(a) principal: Flores, Viviane
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/20347
Resumo: This research is developed in the Postgraduate Program in Education: Curriculum, line of research New Technologies in Education of the Pontifical Catholic University of São Paulo. It is based on the analysis of the contemporary educational scenario, where elementary schools, especially in major urban centers, have been increasingly investing in technological infrastructure, making such resources accessible to be used in learning situations. The objective of this research was to identify the use of these technological resources in the learning of students from 6th to 9th grade of the elementary years in three private schools in the state of Sao Paulo relating the uses of ICTs to the appropriation levels of technology described by Pasinato (2011) and understanding the infrastructural dimensions of the school, records of school documents and utilization of the technological resources by teachers and school managers. Qualitative methodology was used through documentary analysis, semistructured interviews and the observation of school environments to relate the data to the levels of appropriation in technology and to the concept of innovative project from Masetto (2004). The collected data showed that school projects have been innovative when related to the different levels of appropriation of ICTs identified in the dimensions analyzed in each school, and that the role of school managers is key in the training of teachers for using technologies for learning. It is important to note that the study pointed out that the technological infrastructure of schools favors the use of technologies in pedagogical activities, managers are at a level of ownership that is different from that of teachers and that, although they use technology on a daily basis, this use and intentionality are not reflected in school documents such as the PPP or teaching plans. The greatest pedagogical use verified is related to teaching planning and learning management through the usage of digital educational platforms, which allows at the same time the extension of school activities to parents and family, greater school-family communication, record and performance of student activities
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spelling Silva, Maria da Graça Moreira dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8089924Y7Flores, Viviane2017-09-04T18:05:46Z2017-08-21Flores, Viviane. Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos. 2017. 89 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.https://tede2.pucsp.br/handle/handle/20347This research is developed in the Postgraduate Program in Education: Curriculum, line of research New Technologies in Education of the Pontifical Catholic University of São Paulo. It is based on the analysis of the contemporary educational scenario, where elementary schools, especially in major urban centers, have been increasingly investing in technological infrastructure, making such resources accessible to be used in learning situations. The objective of this research was to identify the use of these technological resources in the learning of students from 6th to 9th grade of the elementary years in three private schools in the state of Sao Paulo relating the uses of ICTs to the appropriation levels of technology described by Pasinato (2011) and understanding the infrastructural dimensions of the school, records of school documents and utilization of the technological resources by teachers and school managers. Qualitative methodology was used through documentary analysis, semistructured interviews and the observation of school environments to relate the data to the levels of appropriation in technology and to the concept of innovative project from Masetto (2004). The collected data showed that school projects have been innovative when related to the different levels of appropriation of ICTs identified in the dimensions analyzed in each school, and that the role of school managers is key in the training of teachers for using technologies for learning. It is important to note that the study pointed out that the technological infrastructure of schools favors the use of technologies in pedagogical activities, managers are at a level of ownership that is different from that of teachers and that, although they use technology on a daily basis, this use and intentionality are not reflected in school documents such as the PPP or teaching plans. The greatest pedagogical use verified is related to teaching planning and learning management through the usage of digital educational platforms, which allows at the same time the extension of school activities to parents and family, greater school-family communication, record and performance of student activitiesEsta pesquisa é desenvolvida no Programa de Pós-graduação em Educação: currículo, linha de pesquisa Novas Tecnologias na Educação da Pontifícia Universidade Católica de São Paulo. Parte da análise do cenário educacional contemporâneo, em que as escolas de ensino fundamental, em especial dos grandes centros urbanos, têm investido em infraestrutura tecnológica de um modo crescente, tornando os recursos acessíveis para o uso em situações de aprendizagem. O objetivo desta pesquisa foi de identificar o uso desses recursos tecnológicos na aprendizagem de estudantes de 6º ao 9º ano do Ensino Fundamental em três escolas da rede privada do estado de São Paulo, relacionando os usos das TDIC aos níveis de apropriação de tecnologia descritos por Pasinato (2011) e compreendendo as dimensões de infraestrutura da escola, registros nos documentos escolares e utilização dos recursos tecnológicos pelos docentes e gestores escolares. Utilizou-se metodologia qualitativa por meio da análise documental, entrevistas semiestruturadas e a observação dos ambientes escolares para relacionar os dados aos níveis de apropriação em tecnologia e ao conceito de projeto inovador de Masetto (2004). Os dados coletados indicam que os projetos escolares têm sido inovadores quando relacionados aos diferentes níveis de apropriação das TDIC identificados nas dimensões analisadas em cada escola, e que o papel dos gestores escolares é fundamental na formação de docentes para um uso das tecnologias para a aprendizagem. É importante pontuar que o estudo apontou que a infraestrutura tecnológica das escolas favorece o uso das tecnologias em atividades pedagógicas, os gestores encontram-se em um nível de apropriação distinto ao dos professores e que, embora façam uso cotidiano das tecnologias, esse uso e sua intencionalidade não estão refletidos nos documentos escolares, como o PPP e planos de ensino. A maior utilização pedagógica verificada relaciona-se ao planejamento docente e gestão da aprendizagem por meio do uso de plataformas digitais educacionais, que permite a um só tempo, a extensão das atividades da escola aos pais e familiares, a maior comunicação escola-família, ao registro e realização de atividades dos alunosCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/43089/Viviane%20Flores.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoEducação - Efeito das inovações tecnológicasTecnologia educacionalTecnologias Digitais da Informação e ComunicaçãoEducation - Effect of technological innovationsDigital Information and Communication TechnologiesEducational technologyCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOTecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTViviane Flores.pdf.txtViviane Flores.pdf.txtExtracted texttext/plain186877https://repositorio.pucsp.br/xmlui/bitstream/handle/20347/4/Viviane%20Flores.pdf.txta599d0ef50eb1b08169a9616e5ab7656MD54THUMBNAILViviane Flores.pdf.jpgViviane Flores.pdf.jpgGenerated Thumbnailimage/jpeg2252https://repositorio.pucsp.br/xmlui/bitstream/handle/20347/3/Viviane%20Flores.pdf.jpgcee13a29db2919afc7fdc65b295700c5MD53LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
title Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
spellingShingle Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
Flores, Viviane
Educação - Efeito das inovações tecnológicas
Tecnologia educacional
Tecnologias Digitais da Informação e Comunicação
Education - Effect of technological innovations
Digital Information and Communication Technologies
Educational technology
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
title_full Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
title_fullStr Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
title_full_unstemmed Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
title_sort Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos
author Flores, Viviane
author_facet Flores, Viviane
author_role author
dc.contributor.advisor1.fl_str_mv Silva, Maria da Graça Moreira da
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8089924Y7
dc.contributor.author.fl_str_mv Flores, Viviane
contributor_str_mv Silva, Maria da Graça Moreira da
dc.subject.por.fl_str_mv Educação - Efeito das inovações tecnológicas
Tecnologia educacional
Tecnologias Digitais da Informação e Comunicação
topic Educação - Efeito das inovações tecnológicas
Tecnologia educacional
Tecnologias Digitais da Informação e Comunicação
Education - Effect of technological innovations
Digital Information and Communication Technologies
Educational technology
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Education - Effect of technological innovations
Digital Information and Communication Technologies
Educational technology
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description This research is developed in the Postgraduate Program in Education: Curriculum, line of research New Technologies in Education of the Pontifical Catholic University of São Paulo. It is based on the analysis of the contemporary educational scenario, where elementary schools, especially in major urban centers, have been increasingly investing in technological infrastructure, making such resources accessible to be used in learning situations. The objective of this research was to identify the use of these technological resources in the learning of students from 6th to 9th grade of the elementary years in three private schools in the state of Sao Paulo relating the uses of ICTs to the appropriation levels of technology described by Pasinato (2011) and understanding the infrastructural dimensions of the school, records of school documents and utilization of the technological resources by teachers and school managers. Qualitative methodology was used through documentary analysis, semistructured interviews and the observation of school environments to relate the data to the levels of appropriation in technology and to the concept of innovative project from Masetto (2004). The collected data showed that school projects have been innovative when related to the different levels of appropriation of ICTs identified in the dimensions analyzed in each school, and that the role of school managers is key in the training of teachers for using technologies for learning. It is important to note that the study pointed out that the technological infrastructure of schools favors the use of technologies in pedagogical activities, managers are at a level of ownership that is different from that of teachers and that, although they use technology on a daily basis, this use and intentionality are not reflected in school documents such as the PPP or teaching plans. The greatest pedagogical use verified is related to teaching planning and learning management through the usage of digital educational platforms, which allows at the same time the extension of school activities to parents and family, greater school-family communication, record and performance of student activities
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-09-04T18:05:46Z
dc.date.issued.fl_str_mv 2017-08-21
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.citation.fl_str_mv Flores, Viviane. Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos. 2017. 89 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/20347
identifier_str_mv Flores, Viviane. Tecnologia para a aprendizagem: mudanças nas práticas pedagógicas com o uso de recursos tecnológicos. 2017. 89 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2017.
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dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Currículo
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
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