INTEGRATION OF TECHNOLOGY IN EDUCATION: PROPOSAL FOR A TEACHER TRAINING MODEL INSPIRED BY TPACK

• Autor(a) principal: BENTO DA SILVA, JUAREZ
• Data de Publicação: 2021
• Outros Autores: MEISTER SOMMER BILESSIMO, SIMONE, ROCHA MACHADO, LETICIA
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação em Revista
• Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/37433
• topic: Tecnologia educacional; Educação Básica; Capacitação docente; TPACK; Educational technology; Secondary education; Teacher training; TPACK; Tecnología educacional; Educación Básica; Capacitación docente; TPACK

Technological integration is typically understood as the incorporation of technology inclassrooms. However, a key point of concern is how this inclusion has been made in the teaching process,learning experiences, and curriculum. Thus, it is possible to assert that the integration of ICT in theclassroom involves specific teachers’ skills concerning the pedagogical use of technologies. Teachers needto acquire and develop continuous relevant knowledge, competencies, and attitudes in order to includetechnological resources in their daily tasks. This research presents the initial stage of a framework fortechnology integration in education, which is part of the Program of Technology Integration inEducation, developed by the Remote Experimentation Laboratory, at the Federal University of SantaCatarina. At this specific stage, a survey was conducted to understand the level of knowledge andexperience in ICT of the participating teachers’ in their classes. Two questionnaires made available in theVirtual learning environment were answered by 398 teachers from five schools during the initial teachertraining course between 2017-2019. This study has enabled us to understand the participating teachers’perspectives on the use of technologies. It is possible to affirm that the presented training framework hasbeen effective in enabling teachers to learn how to use technologies in the classroom and in helping themreflect on their pedagogical practices.