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O uso de RED na prática pedagógica e no trabalho dos professores - um estudo das perceções dos docentes
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Resumo(s)
Este estudo teve como objetivo analisar se os docentes portugueses utilizam recursos educativos digitais e ferramentas digitais no desenvolvimento da sua prática pedagógica e compreender as suas intenções relativamente à continuidade dessa utilização no contexto pós-pandemia. Procuraram identificar-se as principais ferramentas digitais adotadas, as motivações que sustentaram a sua integração durante o ensino a distância e as perspetivas futuras quanto à sua permanência ou abandono no ensino presencial.
O estudo seguiu uma abordagem quantitativa, de natureza pura e carácter descritivo, utilizando um questionário estruturado como instrumento de recolha de dados. O delineamento foi transversal, permitindo uma visão instantânea da realidade investigada. A amostra foi não probabilística por conveniência, composta por docentes da Educação Pré-Escolar ao Ensino Secundário, de escolas públicas de Portugal Continental e Regiões Autónomas. O questionário, construído com base no modelo ADDIE e validado com o apoio do orientador, incluiu escalas do tipo Likert para medir perceções e atitudes.
Os dados recolhidos indicam que os Recursos Educativos Digitais (RED) têm um impacto globalmente positivo na prática pedagógica, sendo valorizados pelos professores sobretudo na dinamização das aulas, na motivação dos estudantes e na preparação dos conteúdos. A maioria dos docentes reconhece o valor dos RED, com 87% a afirmar que facilitam a preparação e avaliação das aulas. As ferramentas mais utilizadas são PowerPoints, vídeos, quizzes e jogos, com destaque para o uso crescente da inteligência artificial no período pós-pandemia. Os professores tendem a criar ou adaptar os seus próprios recursos e baseiam a escolha das ferramentas em critérios como facilidade de acesso, objetivos pedagógicos e perfil dos alunos. Além disso, participam frequentemente em formações em TIC, consideradas eficazes, e consideram os equipamentos disponíveis, como computadores e quadros digitais, adequados ao ensino. Estes resultados apontam para uma consolidação do uso dos RED no contexto educativo, com perspetivas de continuidade e evolução.
This study aims to analyze whether Portuguese teachers use digital educational resources and digital tools in the development of their pedagogical practice and to understand their intentions regarding the continuity of this use in the post-pandemic context. The research seeks to identify the main digital tools adopted, the motivations that supported their integration during distance learning, and future perspectives regarding their permanence or abandonment in face-to-face teaching. The study followed a quantitative, pure, and descriptive approach, using a structured questionnaire as the data collection instrument. The design was cross-sectional, providing an instantaneous view of the reality under investigation. The sample was non-probabilistic by convenience, composed of teachers from Preschool to Secondary Education in public schools across Mainland Portugal and the Autonomous Regions. The questionnaire, built based on the ADDIE model and validated with the guidance of the dissertation supervisor, included Likert-type scales to measure perceptions and attitudes. The data collected indicate that Digital Educational Resources (DER) have a globally positive impact on pedagogical practice, being especially valued by teachers for enhancing lessons, motivating students, and preparing content. Most teachers recognize the value of DER, with 87% stating that they facilitate lesson planning and assessment. The most commonly used tools are PowerPoint presentations, videos, quizzes, and games, with a notable increase in the use of artificial intelligence in the post-pandemic period. Teachers tend to create or adapt their own resources, choosing tools based on criteria such as ease of access, pedagogical objectives, and student profiles. Additionally, they frequently participate in ICT training, which they consider effective, and assess the available equipment, such as computers and interactive whiteboards, as adequate for teaching. These results point to a consolidation of the use of DER in the educational context, with prospects for continuity and further development.
This study aims to analyze whether Portuguese teachers use digital educational resources and digital tools in the development of their pedagogical practice and to understand their intentions regarding the continuity of this use in the post-pandemic context. The research seeks to identify the main digital tools adopted, the motivations that supported their integration during distance learning, and future perspectives regarding their permanence or abandonment in face-to-face teaching. The study followed a quantitative, pure, and descriptive approach, using a structured questionnaire as the data collection instrument. The design was cross-sectional, providing an instantaneous view of the reality under investigation. The sample was non-probabilistic by convenience, composed of teachers from Preschool to Secondary Education in public schools across Mainland Portugal and the Autonomous Regions. The questionnaire, built based on the ADDIE model and validated with the guidance of the dissertation supervisor, included Likert-type scales to measure perceptions and attitudes. The data collected indicate that Digital Educational Resources (DER) have a globally positive impact on pedagogical practice, being especially valued by teachers for enhancing lessons, motivating students, and preparing content. Most teachers recognize the value of DER, with 87% stating that they facilitate lesson planning and assessment. The most commonly used tools are PowerPoint presentations, videos, quizzes, and games, with a notable increase in the use of artificial intelligence in the post-pandemic period. Teachers tend to create or adapt their own resources, choosing tools based on criteria such as ease of access, pedagogical objectives, and student profiles. Additionally, they frequently participate in ICT training, which they consider effective, and assess the available equipment, such as computers and interactive whiteboards, as adequate for teaching. These results point to a consolidation of the use of DER in the educational context, with prospects for continuity and further development.
Descrição
Palavras-chave
Docentes e Ferramentas Digitais Recursos Educativos Digitais Capacitação Digital Docente teachers and digital tools digital educational resources teachers’ digital competence development