| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 981.27 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A rápida evolução das TIC e da Web, o acesso generalizado a equipamentos tecnológicos
tanto na escola como em casa, a especial apetência dos alunos para a sua utilização e a sua
integração progressiva no domínio da educação, apresentam-se como um constante desafio
para os responsáveis pelo ensino. Aos professores cabe a importante tarefa de explorar as
potencialidades das ferramentas Web, procurando entender o seu potencial pedagógico e,
mediante as suas perceções, integrá-las no processo educativo, promovendo atividades
desafiantes com possibilidade de prolongamento, para o contexto fora da sala de aula.
Neste sentido, urge estudar o tipo de utilização das ferramentas Web 2.0 por parte dos
professores do ensino secundário no acompanhamento escolar dos alunos em contexto fora da
sala de aula. O propósito principal desta investigação foi o de identificar as ferramentas Web
utilizadas pelos professores do ensino secundário, compreender as razões da não utilização
com os alunos e identificar as perceções dos professores acerca dos contributos da utilização
das ferramentas Web no acompanhamento escolar dos alunos neste contexto.
Os dados foram obtidos por questionário, administrado a 144 professores a lecionar no ensino
secundário, em escolas de Bragança e da zona metropolitana de Lisboa, nos anos escolares de
2011/2012 e 2012/2013.
Os resultados obtidos revelam que os professores conhecem a maioria das ferramentas
apresentadas neste estudo, sendo o Moodle, o Youtube, o Google Docs, a Wikipédia e o
Facebook as mais utilizadas no acompanhamento escolar dos alunos. As principais razões da
não utilização das ferramentas Web são a “não aplicabilidade aos conteúdos curriculares”,
“falta de formação do professor” e “falta de motivação do professor”. Inferiu-se também que
os professores têm uma perceção positiva acerca dos contributos da utilização das ferramentas
Web no acompanhamento escolar dos alunos no desenvolvimento de atitudes, competências e
conhecimento dos alunos.
The rapid evolution of ICT and the Web, the widespread access to technological equipment both at school and at home, the ease with which the students make use of these tools and their progressive integration in the education domain, represent a constant challenge for those responsible for education. Teachers have the important task of exploring the Web tools, trying to understand their educational potential and, through their perceptions, integrate them into the educational process, providing challenging activities, which can be extended to the context outside the classroom. In this regard, it is urgent to study how the tools of Web 2.0 are used by the secondary school teachers when monitoring the student activities in the context outside of the classroom. The main purpose of this research was to identify the tools most used by the Web secondary school teachers in this context, to understand the reasons of their use for communicating with students and identify the perceptions of secondary school teachers about the contributions of the use of Web tools in monitoring student activities in this context. The data was obtained through a survey, which was applied to 144 teachers from the secondary school, in the area of Bragança and in the metropolitan area of Lisbon, during the periods 2011/2012 and 2012/2013. The results show that teachers know most of the tools presented in this study, whereas Moodle, YouTube, Google Docs, Wikipedia and Facebook are the most used in the monitoring of students. The main reasons for the non-use of Web tools are “no applicability to the teaching materials”, “lack of teacher training” and “lack of teacher motivation”. We have also concluded that teachers have a positive perception of the contributions of the use of Web tools when monitoring students, in developing attitudes, skills and knowledge of students.
The rapid evolution of ICT and the Web, the widespread access to technological equipment both at school and at home, the ease with which the students make use of these tools and their progressive integration in the education domain, represent a constant challenge for those responsible for education. Teachers have the important task of exploring the Web tools, trying to understand their educational potential and, through their perceptions, integrate them into the educational process, providing challenging activities, which can be extended to the context outside the classroom. In this regard, it is urgent to study how the tools of Web 2.0 are used by the secondary school teachers when monitoring the student activities in the context outside of the classroom. The main purpose of this research was to identify the tools most used by the Web secondary school teachers in this context, to understand the reasons of their use for communicating with students and identify the perceptions of secondary school teachers about the contributions of the use of Web tools in monitoring student activities in this context. The data was obtained through a survey, which was applied to 144 teachers from the secondary school, in the area of Bragança and in the metropolitan area of Lisbon, during the periods 2011/2012 and 2012/2013. The results show that teachers know most of the tools presented in this study, whereas Moodle, YouTube, Google Docs, Wikipedia and Facebook are the most used in the monitoring of students. The main reasons for the non-use of Web tools are “no applicability to the teaching materials”, “lack of teacher training” and “lack of teacher motivation”. We have also concluded that teachers have a positive perception of the contributions of the use of Web tools when monitoring students, in developing attitudes, skills and knowledge of students.
Description
Keywords
Ferramentas Web 2.0 Ferramentas web na educação Ambientes de aprendizagem Contextos fora da sala de aula