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Abstract(s)
A integração das tecnologias digitais em processos de ensino e de aprendizagem tem correspondido a um foco crescente de investigação. O modelo Technological Pedagogical and Content Knowledge (TPACK), entre outros, é um dos mais importantes referenciais teóricos para estudar a integração curricular das tecnologias digitais. Neste sentido, este artigo procura responder à seguinte questão: como os professores compreendem a utilização das tecnologias educativas e outras TIC no âmbito pedagógico? Para responder a esta questão, metodologicamente, procedeu- se a uma revisão narrativa da literatura, reunindo os pontos de vista de vários autores que podemos assumir como referência no âmbito desta temática. Concluímos que os professores, para além do conteúdo, também precisam conhecer como este pode ser digitalizado e trabalhado. Percebemos então que os professores precisam melhorar as suas competências para saber usar as tecnologias digitais em diversificados cenários de aprendizagem, integrando-as, por exemplo, com metodologias ativas para agilizar e potenciar a aprendizagem.
Abstract: The integration of digital technologies in teaching and learning processes has been a growing focus of research. The Technological Pedagogical and Content Knowledge (TPACK) model, among others, is one of the most important theoretical references to study the curricular integration of digital technologies. In this sense, this article seeks to answer the following question: how do teachers understand the use of educational technologies and other ICTs in the pedagogical context? To answer this question, methodologically, a narrative literature review was carried out, gathering the views of several authors that we can assume as reference in the scope of this theme. We concluded that teachers, besides the content, also need to know how it can be digitalised and worked on. We then realized that teachers need to improve their skills to know how to use digital technologies in diversified learning scenarios, integrating them, for example, with active methodologies to expedite and enhance learning.
Abstract: The integration of digital technologies in teaching and learning processes has been a growing focus of research. The Technological Pedagogical and Content Knowledge (TPACK) model, among others, is one of the most important theoretical references to study the curricular integration of digital technologies. In this sense, this article seeks to answer the following question: how do teachers understand the use of educational technologies and other ICTs in the pedagogical context? To answer this question, methodologically, a narrative literature review was carried out, gathering the views of several authors that we can assume as reference in the scope of this theme. We concluded that teachers, besides the content, also need to know how it can be digitalised and worked on. We then realized that teachers need to improve their skills to know how to use digital technologies in diversified learning scenarios, integrating them, for example, with active methodologies to expedite and enhance learning.
Description
Keywords
Tecnologias educativas TPACK Research Subject Categories::TECHNOLOGY::Information technology::Computer science Processo de ensino e aprendizagem
Citation
Marcos, Lewane; Gonçalves, Vitor (2022). O modelo TPACK e as tecnologias digitais na formação de professores. In Vitor Gonçalves; A. García-Valcárcel; J.A. Moreira; P. Gutiez-Cuevas; Maria Raquel Patrício (Eds.) VIII Conferência Ibérica de Inovação na Educação com TIC: ieTIC2022: livro de atas. Bragança: Instituto Politécnico de Bragança. p. 330-345. ISBN 978-972-745-293-4
Publisher
Instituto Politécnico de Bragança