Impact Of Digital Technologies On Pedagogical Practice In Primary Education

Detalhes bibliográficos
Autor(a) principal: Quadros-Flores, Paula
Data de Publicação: 2018
Outros Autores: Flores, António, Ramos, Altina
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.22/12650
Resumo: Rare are the teachers who have never used information and communication technologies (ICT) in an educational context. We intend to know the impact of the inclusion of ICT in the learning process by listening to primary teachers in service and students in an internship situation, the latter in the scope of initial teacher training. With regard to in-service teachers, a case study of a quantitative and qualitative nature was chosen in the Porto region in 2012. The analysis of a question of a questionnaire survey of about 1300 teachers, teaching in public and private institutions in the Porto region, is presented. Of these, 188 referred to perform good practices with digital technologies being eleven selected for interview, for which the analysis of the good practices referred to is presented. With regard to trainee students, in the scope of initial teacher training, 15 reflective narratives selected from two professional masters were analyzed. The analysis of the questionnaire question allowed to verify the impact of ICT in educational practices and the triangulation of data allowed on the one hand to clarify the conception of good practices and to find the principles of the same ones, on the other hand to verify the evolution of educational practices in terms of the selected resources and methodologies. We intend to contribute to a reflection on the impact of ICT in primary education and on the responses that training institutions can give on this issue.
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spelling Impact Of Digital Technologies On Pedagogical Practice In Primary EducationGood practices with ICTImpact of ICT in primary educationMethodological renewalRare are the teachers who have never used information and communication technologies (ICT) in an educational context. We intend to know the impact of the inclusion of ICT in the learning process by listening to primary teachers in service and students in an internship situation, the latter in the scope of initial teacher training. With regard to in-service teachers, a case study of a quantitative and qualitative nature was chosen in the Porto region in 2012. The analysis of a question of a questionnaire survey of about 1300 teachers, teaching in public and private institutions in the Porto region, is presented. Of these, 188 referred to perform good practices with digital technologies being eleven selected for interview, for which the analysis of the good practices referred to is presented. With regard to trainee students, in the scope of initial teacher training, 15 reflective narratives selected from two professional masters were analyzed. The analysis of the questionnaire question allowed to verify the impact of ICT in educational practices and the triangulation of data allowed on the one hand to clarify the conception of good practices and to find the principles of the same ones, on the other hand to verify the evolution of educational practices in terms of the selected resources and methodologies. We intend to contribute to a reflection on the impact of ICT in primary education and on the responses that training institutions can give on this issue.Repositório Científico do Instituto Politécnico do PortoQuadros-Flores, PaulaFlores, AntónioRamos, Altina2019-01-15T14:42:06Z20182018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/12650enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:54:35Zoai:recipp.ipp.pt:10400.22/12650Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:32:55.731215Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Impact Of Digital Technologies On Pedagogical Practice In Primary Education
title Impact Of Digital Technologies On Pedagogical Practice In Primary Education
spellingShingle Impact Of Digital Technologies On Pedagogical Practice In Primary Education
Quadros-Flores, Paula
Good practices with ICT
Impact of ICT in primary education
Methodological renewal
title_short Impact Of Digital Technologies On Pedagogical Practice In Primary Education
title_full Impact Of Digital Technologies On Pedagogical Practice In Primary Education
title_fullStr Impact Of Digital Technologies On Pedagogical Practice In Primary Education
title_full_unstemmed Impact Of Digital Technologies On Pedagogical Practice In Primary Education
title_sort Impact Of Digital Technologies On Pedagogical Practice In Primary Education
author Quadros-Flores, Paula
author_facet Quadros-Flores, Paula
Flores, António
Ramos, Altina
author_role author
author2 Flores, António
Ramos, Altina
author2_role author
author
dc.contributor.none.fl_str_mv Repositório Científico do Instituto Politécnico do Porto
dc.contributor.author.fl_str_mv Quadros-Flores, Paula
Flores, António
Ramos, Altina
dc.subject.por.fl_str_mv Good practices with ICT
Impact of ICT in primary education
Methodological renewal
topic Good practices with ICT
Impact of ICT in primary education
Methodological renewal
description Rare are the teachers who have never used information and communication technologies (ICT) in an educational context. We intend to know the impact of the inclusion of ICT in the learning process by listening to primary teachers in service and students in an internship situation, the latter in the scope of initial teacher training. With regard to in-service teachers, a case study of a quantitative and qualitative nature was chosen in the Porto region in 2012. The analysis of a question of a questionnaire survey of about 1300 teachers, teaching in public and private institutions in the Porto region, is presented. Of these, 188 referred to perform good practices with digital technologies being eleven selected for interview, for which the analysis of the good practices referred to is presented. With regard to trainee students, in the scope of initial teacher training, 15 reflective narratives selected from two professional masters were analyzed. The analysis of the questionnaire question allowed to verify the impact of ICT in educational practices and the triangulation of data allowed on the one hand to clarify the conception of good practices and to find the principles of the same ones, on the other hand to verify the evolution of educational practices in terms of the selected resources and methodologies. We intend to contribute to a reflection on the impact of ICT in primary education and on the responses that training institutions can give on this issue.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018-01-01T00:00:00Z
2019-01-15T14:42:06Z
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