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Abstract(s)
As temáticas que envolvem a integração e utilização as tecnologias digitais nas instituições educativas fazem já parte da reflexão e do debate que tem vindo a decorrer nas últimas décadas quer na comunidade educativa quer na comunidade científica. Efetivamente são inúmeros os artigos, dissertações, teses de doutoramento e outros documentos científicos que refletem sobre o papel das tecnologias educativas no exercício da profissão docente, bem como os desafios inerentes à sua integração e utilização quer no âmbito da concretização do processo de ensino-aprendizagem quer no âmbito da formação contínua de professores. De um modo geral, a literatura parece ser unânime ao considerar que as tecnologias têm um papel central na vida das instituições educativas nas suas mais diversas dimensões, nomeadamente, na desmaterialização dos serviços, na desburocratização, na democratização do acesso à informação, na formação docente, no acesso aos alunos às aprendizagens, na mediação e/ou suporte do processo educativo, na modernização das instituições e na sua inovação digital, entre muitas outras. No entanto, parecem existir alguns obstáculos quer no processo de integração dessas tecnologias quer na sua utilização no âmbito do processo de ensino-aprendizagem. Neste sentido, no presente estudo, através de uma revisão sistemática da literatura, realizada nos últimos cinco anos, procura- se realizar uma pesquisa sobre os obstáculos inerentes à utilização das tecnologias educativas pelos professores do ensino secundário. A revisão sistemática da literatura foi realizada, através de um conjunto de palavras- chave pré-definidas em português, na RCAAP, Scielo, Springer, Web of Science, Scopus e B-on. Foram considerados apenas artigos científicos e teses de doutoramento. Os resultados apontam para a existência de um conjunto de obstáculos que os professores reconhecem ter na utilização das tecnologias em contexto de sala de aula presencial. Estes obstáculos categorizam-se em três dimensões, designadamente: técnico-digital, pedagógica e conteúdos. Na dimensão técnico-digital os professores, entre outros, sinalizam a dificuldade em estarem atualizados ao nível das tecnologias emergentes, a ausência de formação na área e a dificuldade em acompanhar digitalmente os alunos. Na dimensão pedagógica destacam a dificuldade na escolha das tecnologias e na adaptação das mesmas ao processo de ensino-aprendizagem. Na dimensão dos conteúdos destacam a dificuldade em selecionar as tecnologias mais adequadas para produzirem determinamos conteúdos, bem como o tempo despendido com as tecnologias na produção de conteúdos diversificados. Alguns destes obstáculos parecem mesmo condicionar a prática dos professores e, consequentemente, afetar a qualidade do processo de ensino-aprendizagem. Partindo destes pressupostos, urge a necessidade de estudar este tema de forma a contribuir para a reflexão das entidades governativas e das instituições educativas e para a superação destes desafios por parte dos professores.
The issues involving the integration and use of digital technologies in educational institutions are already part of the reflection and debate that has been taking place in recent decades both in the educational community and in the scientific community. Indeed, there are numerous articles, dissertations, doctoral theses and other scientific documents that reflect on the role of educational technologies in the teaching profession, as well as the challenges inherent in their integration and use both in the implementation of the teaching-learning process and in the continuing education of teachers. In general, the literature seems to be unanimous in considering that technologies play a central role in the life of educational institutions in its various dimensions, including the dematerialization of services, unbureaucratization, democratization of access to information, teacher training, student access to learning, mediation and/or support of the educational process, the modernization of institutions and their digital innovation, among many others. However, there seem to be some obstacles both in the process of integrating these technologies and in their use within the teaching-learning process. In this sense, in the present study, through a systematic review of the literature, conducted in the last five years, we seek to conduct a research on the obstacles inherent in the use of educational technologies by secondary school teachers. The systematic literature review was performed, using a set of predefined keywords in Portuguese, in RCAAP, Scielo, Springer, Web of Science, Scopus and B-on. Only scientific articles and doctoral theses were considered. The results point to the existence of a set of obstacles that teachers recognize in the use of technologies in face-to-face classroom context. These obstacles are categorized into three dimensions, namely: technical-digital, pedagogical, and content. In the technical-digital dimension, teachers, among others, point out the difficulty in being up-to-date with emerging technologies, the lack of training in the area, and the difficulty in accompanying students digitally. In the pedagogical dimension, they highlight the difficulty in choosing technologies and adapting them to the teachinglearning process. In the content dimension, they highlight the difficulty in selecting the most appropriate technologies to produce certain contents, as well as the time spent with technologies in the production of diversified contents. Some of these obstacles even seem to condition teachers' practice and, consequently, affect the quality of the teaching-learning process. Based on these assumptions, there is an urgent need to study this issue in order to contribute to the reflection of governmental entities and educational institutions and to overcome these challenges by teachers.
The issues involving the integration and use of digital technologies in educational institutions are already part of the reflection and debate that has been taking place in recent decades both in the educational community and in the scientific community. Indeed, there are numerous articles, dissertations, doctoral theses and other scientific documents that reflect on the role of educational technologies in the teaching profession, as well as the challenges inherent in their integration and use both in the implementation of the teaching-learning process and in the continuing education of teachers. In general, the literature seems to be unanimous in considering that technologies play a central role in the life of educational institutions in its various dimensions, including the dematerialization of services, unbureaucratization, democratization of access to information, teacher training, student access to learning, mediation and/or support of the educational process, the modernization of institutions and their digital innovation, among many others. However, there seem to be some obstacles both in the process of integrating these technologies and in their use within the teaching-learning process. In this sense, in the present study, through a systematic review of the literature, conducted in the last five years, we seek to conduct a research on the obstacles inherent in the use of educational technologies by secondary school teachers. The systematic literature review was performed, using a set of predefined keywords in Portuguese, in RCAAP, Scielo, Springer, Web of Science, Scopus and B-on. Only scientific articles and doctoral theses were considered. The results point to the existence of a set of obstacles that teachers recognize in the use of technologies in face-to-face classroom context. These obstacles are categorized into three dimensions, namely: technical-digital, pedagogical, and content. In the technical-digital dimension, teachers, among others, point out the difficulty in being up-to-date with emerging technologies, the lack of training in the area, and the difficulty in accompanying students digitally. In the pedagogical dimension, they highlight the difficulty in choosing technologies and adapting them to the teachinglearning process. In the content dimension, they highlight the difficulty in selecting the most appropriate technologies to produce certain contents, as well as the time spent with technologies in the production of diversified contents. Some of these obstacles even seem to condition teachers' practice and, consequently, affect the quality of the teaching-learning process. Based on these assumptions, there is an urgent need to study this issue in order to contribute to the reflection of governmental entities and educational institutions and to overcome these challenges by teachers.
Description
Keywords
Escola Processo de ensino-aprendizagem Professores Tecnologias educativas
Pedagogical Context
Citation
Gonçalves, Bruno F. (2023). As tecnologias educativas no exercício da profissão docente. In Ana García-Valcárcel; Vitor Gonçalves; José António Moreira; Pilar Gutiez Cuevas; Marcos Cabezas-González; Sonia Casillas-Martín; Alién García-Hernández (Eds.) IX Conferencia Ibérica de Innovación en Educación con TIC: Libro de resúmenes. Bragança
Publisher
Instituto Poitécnico de Bragança