Tecnologias digitais na formação de professores de inglês: affordances e inovação

• Autor(a) principal: Beatriz Gontijo Campos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/33894; https://orcid.org/0000-0002-9427-1906
• topic: Adoção da inovação; Affordances; Formação de professores; TICs; Língua inglesa – Estudo e ensino; Professores de inglês – Formação; Tecnologia educacional

There are more smartphones than inhabitants in Brazil, and three quarters of the population has internet access. Hence the desire to research the role of teacher education in adoption and use of information and communication technologies (ICTs) by English language teachers in the classroom. To this end, specific objectives were established: to survey the ICTs mentioned by the participating teachers; to identify the affordances expressed in teachers' use of these ICTs in their education and practice; to identify the innovation attributes in teachers' technobiographies; to investigate the relationship between teacher education, technology adoption and innovation. To achieve the objectives, a qualitative analysis of the data was undertaken, which was generated through a questionnaire and a semi-structured form applied to the participants of the continuing education course for English teachers called “Taba Móvel”. Through the form, the participants manufactured technobiographies, which were analyzed in the light of the considerations of Gibson (1986) and van Lier (2000; 2004; 2008) about affordances, and Rogers' diffusion of innovation (2003). From the data analysis, it was noticed that the socio-historical-cultural context and the time in which the reports of the technobiographies are inserted influence the adoption of innovation, since the greater availability of technology in the environment may provide more moments in that the potential adopter can perceive attributes and affordances of the technology in question. It was also observed that the role of teacher education is related to other aspects of innovation diffusion, such as the creation of communication channels and social systems, through which adopters become aware and clarify doubts about the technologies they intend to adopt. Moreover, it was possible to notice the role that the “groups” functionality of social networks plays, functioning as communication channels and social systems, also emerging as possible Communities of Practice. From these results, it was possible to conclude that the education of English-speaking teachers influences the adoption of innovation by these teachers, in order to create opportunities for them to take advantage of the technologies. Also relevant was the influence of the context in which the participant is situated and the participation in groups of common interest.