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Tecnologia e infância: um estudo sobre as conceções dos educadores
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Advisor(s)
Abstract(s)
Estamos numa era digital, as tecnologias vieram para ficar. Se há pouco tempo a televisão era a maior atração, atualmente são lançadas em tempo recorde novas tecnologias. O mercado é vasto, variado e tende a crescer e a se diversificar cada vez mais. As crianças de hoje nasceram já, na era digital e, cada vez mais cedo, utilizam e revelam interesse pelas tecnologias. Por tal, já não faz sentido que a escola se distancie dessa realidade. Deve, antes, levá-la para dentro das salas e fazer dela parte integrante do currículo. Os educadores de infância e os professores do século XXI devem ter competências para promover a literacia tecnológica e digital, uma vez que, quando bem utilizadas, as tecnologias podem funcionar como um aliado fecundo para a aprendizagem, mas quando mal utilizadas podem ser bastante prejudiciais em diversos aspetos da vida das crianças e dos jovens. Esta investigação teve como principal objetivo analisar as conceções de educadores de infância sobre o uso das tecnologias em contextos educativos. Procuramos perceber o que estes atores entendem por tecnologias, com que frequência as utilizam e para qual finalidade. A recolha de dados qualitativos e quantitativos foi suportada por um questionário eletrônico aplicado a 380 educadores de infância, visando conhecer as conceções sobre o uso das tecnologias em contextos educativos. Utiliza-se a análise de conteúdo como forma de estudo das respostas obtidas. Os resultados indicaram que os educadores percebem e valorizam algumas das potencialidades do uso das tecnologias em contexto educativo de educação pré-escolar. Este estudo poderá contribuir para a reflexão sobre as conceções e efetiva integração das tecnologias em ambientes educativos de infância.
We are in the digital age, technologies are here to stay. If television has been the biggest attraction recently, new technologies are being launched in record time. The market is vast, varied and tends to grow and diversify more and more. Our children today were born in the digital age and increased use and arouse interest in technologies. For this reason, it no longer makes sense for the school to distance itself from this reality, it should take it to the classrooms and make it an integral part of the curriculum. 21st-century educators and teachers must have the necessary skills to promote technological and digital literacy, since, when used well, technologies can function as a fruitful ally for learning, but when misused, they can be quite harmful in several ways. This investigation had as main objective to analyze the conceptions of childhood educators about the use of technologies in educational contexts. We try to understand what these actors understand by technologies, how often they use them and for what purpose. The field research of qualitative and quantitative data was supported by an electronic questionnaire applied to 380 early childhood educators to learn about conceptions about the use of technologies in educational contexts. Content analysis is used as a way to study the responses obtained. The results indicated that educators perceive and value some of the potentials of using technologies in an educational context in kindergarten. This study can contribute to the reflection and improvement of conceptions and effective integration of technologies in the educational environments of childhood.
We are in the digital age, technologies are here to stay. If television has been the biggest attraction recently, new technologies are being launched in record time. The market is vast, varied and tends to grow and diversify more and more. Our children today were born in the digital age and increased use and arouse interest in technologies. For this reason, it no longer makes sense for the school to distance itself from this reality, it should take it to the classrooms and make it an integral part of the curriculum. 21st-century educators and teachers must have the necessary skills to promote technological and digital literacy, since, when used well, technologies can function as a fruitful ally for learning, but when misused, they can be quite harmful in several ways. This investigation had as main objective to analyze the conceptions of childhood educators about the use of technologies in educational contexts. We try to understand what these actors understand by technologies, how often they use them and for what purpose. The field research of qualitative and quantitative data was supported by an electronic questionnaire applied to 380 early childhood educators to learn about conceptions about the use of technologies in educational contexts. Content analysis is used as a way to study the responses obtained. The results indicated that educators perceive and value some of the potentials of using technologies in an educational context in kindergarten. This study can contribute to the reflection and improvement of conceptions and effective integration of technologies in the educational environments of childhood.
Description
Keywords
Tecnologias Infância Concessões dos educadores
Citation
Loureiro, Ana Claudia; Ribeiro, Cristiana; Mesquita, Cristina; Lopes, Rui Pedro (2020). Tecnologia e infância: um estudo sobre as conceções dos educadores. In R.P. Lopes; C. Mesquita; E. Mendes Silva; M. Vara Pires (Eds.) V Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico de Bragança. p. 719-730. ISBN 978-972-745-276-7
Publisher
Instituto Politécnico de Bragança