The contribution of technologies in the development of the school curriculum: students' perspectives

• Autor(a) principal: Santos, Teresa Paulino
• Data de Publicação: 2017
• Outros Autores: Alves, Maria Palmira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/10309
• topic: Information and communication technology. Basic education. Use. Frequency and Success.; Tecnología de la información y la comunicación. Enseñanza básica. Uso. Frecuencia y Éxito.; Tecnologias da informação e da comunicação. Ensino básico. Currículo escolar. Sucesso.

This paper presents the results of a study that identifies the perspectives of the students of basic education on the contribution of the technologies in the development of the school curriculum. The inclusion of Information and Communication Technologies (ICT), as a component of the transversal curriculum, and according to the current Portuguese legislation (normative dispatch no. 1-F / 2016, article 3), its use Is an object of evaluation in the various disciplines, and the criteria defined by the pedagogical council of each group. Research has highlighted the contribution of technologies to improving student learning and school success. However, the perspectives of the students are little investigated, so this study aims to understand the perspectives of elementary school students on this issue. We collected the data through a questionnaire survey, with students (n = 233) of Basic Education. Students report that they access and use the technologies for a variety of purposes: accessing e-mail, archiving documents, using the moodle platform and consulting the school's website, although their frequency is still very small. They consider that the use of ICT makes it possible to complete school tasks more quickly, to facilitate collaboration between pupils and teachers, to make it more effective with parents, to improve learning and, consequently, to intervene in educational success.