A organização escolar para a integração das novas tecnologias de informação e comunicação ao processo de ensino e aprendizagem

• Autor(a) principal: Castro, Márcia Ferreira [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/123866; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/19-05-2015/000829199.pdf
• topic: Educação; Aprendizagem; Tecnologia da informação; Ensino; Curriculos; Education

This study aims to carry out an analysis of the integration of new Information and Communications Technology (ICT) into the municipal schools of elementary education the city of Araraquara, focusing on the collective work of the school staff. It is assumed that the integration of the ICT into the teaching and learning process goes beyond the classroom and the teacher's actions, but it is the responsibility of the whole pedagogical team. The bibliographic review was based on the areas of Information and Communications Technology in Education and School Management. The data collection instruments were: Likert-type scale questionnaire designed from the synthesis of issues studied in both areas and applied to the teachers, with the objective of analyzing the work organization in the school for the integration of ICT to the teaching and learning process; demographic questionnaire, in order to characterize the teachers' profile; and a record form about the Pedagogical Project of the schools, so as to verify how these schools approach the theme of new technology use in the educational process. The results show an increasing tendency among teachers to regard Information and Communications Technology as a fundamental tool for teaching and learning and that its integration into the school universe depends on the whole pedagogical team working together. However, this tendency was not shown in the Pedagogical Project actions planned by the school staff. It is possible to conclude that there is a need for a theoretical and methodological foundation, which can guide the work of teachers and school managers for the use of these technologies. This current need results in the lack of systematic planning for the integration of ICT into school education