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A necessidade de preparar os professores para integrarem as tecnologias digitais no âmbito pedagógico tem sido um foco crescente de investigação científica. Consequentemente, com objetivo de compreender como os professores podem utilizar as tecnologias digitais educativas e outras tecnologias de informação e comunicação para promover o processo de ensino e de aprendizagem, estudaram-se vários modelos, tais como o modelo teórico Technological Pedagogical and Content Knowledge (TPACK). O TPACK corresponde a um modelo dos mais importantes referenciais teóricos para estudar a integração curricular das tecnologias e surgiu para colmatar a falta de teorias e modelos conceituais que orientassem a investigação na área de ensino com tecnologias digitais e, particularmente, para responder à necessidade sentida pelos professores em relacionar os três tipos de conhecimento que constituem este modelo: Conhecimento do Conteúdo (Content Knowledge - CK), Conhecimento Pedagógico (Pedagogical Knowledge - PK) e Conhecimento Tecnológico (Technological Knowledge - TK). Neste sentido, o resumo e correspondente investigação que aqui se apresenta procurou perceber como os professores compreendem a utilização das tecnologias educativas e outras TIC no âmbito pedagógico. Para tal, 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. Em suma, a utilização das tecnologias digitais pelos professores no processo pedagógico é feita pela interceção ou uso interdependente das três dimensões ou tipos de conhecimento referidos. Assim, para que os professores possam integrar as tecnologias digitais no processo de ensino e de aprendizagem, não será suficiente dominar apenas o conhecimento do conteúdo ou ter domínio do conhecimento tecnológico, sendo também indispensável saber usar as tecnologias na perspetiva pedagógica, integrando metodologias ativas com tecnologias digitais para potenciar e agilizar o conteúdo a aprender. Para que isso aconteça com sucesso parece ser imprescindível que os professores tenham formação ou se mantenham em formação contínua sobre o uso das tecnologias digitais no processo de ensino e aprendizagem. Não podemos deixar de referir que, apesar da maioria dos professores reconhecerem que as tecnologias digitais não irão substituir o seu papel em aulas presenciais; a utilização de plataformas de aprendizagem ou outras tecnologias digitais: (i) foi um requisito indispensável durante esta pandemia de COVID-19 que está terminando; e, atualmente, (ii) constitui um recurso educativo que professores não pretendem esquecer, sendo cada vez mais determinante para as práticas pedagógicas que os mesmo implementam.
The need to prepare teachers to integrate digital technologies in the pedagogical field has been a growing focus of scientific research. Consequently, to understand how teachers can use educational digital technologies and other information and communication technologies to promote the teaching and learning process, several models were studied, such as the Technological Pedagogical and Content Knowledge (TPACK) theoretical model. TPACK corresponds to one of the most important theoretical frameworks for studying the curricular integration of technologies and emerged to fill the lack of theories and conceptual models that guide research in teaching with digital technologies and, particularly, to respond to the need felt by teachers to relate the three types of knowledge that constitute this model: Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK In this sense, the summary and corresponding investigation presented here sought to understand how teachers understand the use of educational technologies and other ICT in the pedagogical context. To this end, methodologically, a narrative review of the literature was carried out, gathering the points of view of several authors that we can take as a reference in the scope of this theme. In short, the use of digital technologies by teachers in the pedagogical process is made through the interception or interdependent use of the three dimensions or types of knowledge mentioned. Thus, teachers, in addition to the content, also need to know how content can be digitized and transmitted using digital technologies in their area of knowledge. We also realize that teachers still need to know how to use digital technologies in diverse learning scenarios. It is not enough to know and know how to work with digital technologies, it is necessary to know how to properly integrate them in the pedagogical context such as the virtual learning environment. Thus, for teachers to be able to integrate digital technologies into the teaching and learning process, it will not be enough to master only content knowledge or mastery of technological knowledge, it is also essential to know how to use technologies from a pedagogical perspective, integrating active methodologies with digital technologies to enhance and streamline the content to be learned. For this to happen successfully, it seems to be essential that teachers have training or remain in continuous training on the use of digital technologies in the teaching and learning process. We cannot fail to mention that, although most teachers recognize that digital technologies will not replace their role in face-to-face classes; the use of learning platforms or other digital technologies: (i) was an indispensable requirement during this COVID-19 pandemic that is ending; and, currently, (ii) constitutes an educational resource that teachers do not intend to forget, being increasingly decisive for the pedagogical practices that they implement.
The need to prepare teachers to integrate digital technologies in the pedagogical field has been a growing focus of scientific research. Consequently, to understand how teachers can use educational digital technologies and other information and communication technologies to promote the teaching and learning process, several models were studied, such as the Technological Pedagogical and Content Knowledge (TPACK) theoretical model. TPACK corresponds to one of the most important theoretical frameworks for studying the curricular integration of technologies and emerged to fill the lack of theories and conceptual models that guide research in teaching with digital technologies and, particularly, to respond to the need felt by teachers to relate the three types of knowledge that constitute this model: Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK In this sense, the summary and corresponding investigation presented here sought to understand how teachers understand the use of educational technologies and other ICT in the pedagogical context. To this end, methodologically, a narrative review of the literature was carried out, gathering the points of view of several authors that we can take as a reference in the scope of this theme. In short, the use of digital technologies by teachers in the pedagogical process is made through the interception or interdependent use of the three dimensions or types of knowledge mentioned. Thus, teachers, in addition to the content, also need to know how content can be digitized and transmitted using digital technologies in their area of knowledge. We also realize that teachers still need to know how to use digital technologies in diverse learning scenarios. It is not enough to know and know how to work with digital technologies, it is necessary to know how to properly integrate them in the pedagogical context such as the virtual learning environment. Thus, for teachers to be able to integrate digital technologies into the teaching and learning process, it will not be enough to master only content knowledge or mastery of technological knowledge, it is also essential to know how to use technologies from a pedagogical perspective, integrating active methodologies with digital technologies to enhance and streamline the content to be learned. For this to happen successfully, it seems to be essential that teachers have training or remain in continuous training on the use of digital technologies in the teaching and learning process. We cannot fail to mention that, although most teachers recognize that digital technologies will not replace their role in face-to-face classes; the use of learning platforms or other digital technologies: (i) was an indispensable requirement during this COVID-19 pandemic that is ending; and, currently, (ii) constitutes an educational resource that teachers do not intend to forget, being increasingly decisive for the pedagogical practices that they implement.
Description
Keywords
Tecnologias educativas TPACK Professores Processo de ensino e aprendizagem Research Subject Categories::TECHNOLOGY::Information technology
Citation
Marcos, Lewane; Gonçalves, Vitor (2022). O modelo TPACK e as tecnologias digitais na formação de professores. In Vitor Gonçalves; Ana García-Valcárcel; José António Moreira; Pilar Gutiez Cuevas; Maria Raquel Patrício (Eds.) VIII Conferência Ibérica de Inovação na Educação com TIC: ieTIC2022: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança