Loading...
Publication
Perceções e uso de recursos educativos digitais por parte dos professores do 3.º ciclo do ensino básico e do ensino secundário do sistema educativo da Região Autónoma dos Açores
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.66 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Em pleno século XXI, caracterizado pelo impacto generalizado das tecnologias digitais, torna-se imperativo que a Escola, na prossecução da sua missão, integre ferramentas e estratégias pedagógicas inovadoras para promover nos alunos conhecimentos, capacidades e atitudes que lhes proporcionem uma cidadania plena. Assim, os RED assumem um papel preponderante na potencialização do processo de ensino-aprendizagem, conforme sustentado pela literatura científica e recomendado pelos organismos governamentais.
Esta investigação visa aprofundar a compreensão sobre a relação dos professores do 3.º ciclo do ensino básico e do ensino secundário do sistema educativo da RAA com os RED, permitindo aos seus diferentes atores fundamentar ações de melhoria, a nível dos processos de administração e organização da aprendizagem escolar, da capacitação dos docentes e da resolução de desafios profissionais. Os participantes evidenciaram um amplo reconhecimento da relevância dos RED, um uso frequente destes e motivação para aperfeiçoarem as suas competências digitais, apesar das barreiras externas identificadas.
In the 21st century, characterised by the widespread impact of digital technologies, it is imperative that schools, in pursuit of their mission, integrate innovative pedagogical tools and strategies to promote knowledge, skills and attitudes in students that will enable them to become full citizens. As such, EDRs play a key role in enhancing the teaching-learning process, as supported by scientific literature and recommended by governmental organisations. This research aims to deepen our understanding of the relationship between lower secondary and upper secondary school teachers in the Azores’s education system and the EDRs, enabling the different actors involved to support improvement actions in terms of the administration and organisation of school learning, teacher training and the resolution of professional challenges. Participants showed broad recognition of the relevance of the EDRs, frequent use of them, and motivation to improve their digital skills, despite the external barriers identified.
In the 21st century, characterised by the widespread impact of digital technologies, it is imperative that schools, in pursuit of their mission, integrate innovative pedagogical tools and strategies to promote knowledge, skills and attitudes in students that will enable them to become full citizens. As such, EDRs play a key role in enhancing the teaching-learning process, as supported by scientific literature and recommended by governmental organisations. This research aims to deepen our understanding of the relationship between lower secondary and upper secondary school teachers in the Azores’s education system and the EDRs, enabling the different actors involved to support improvement actions in terms of the administration and organisation of school learning, teacher training and the resolution of professional challenges. Participants showed broad recognition of the relevance of the EDRs, frequent use of them, and motivation to improve their digital skills, despite the external barriers identified.
Description
Keywords
recursos educativos digitais tecnologia educativa TIC Professores do 3.º Ciclo do Ensino Básico e do Ensino Secundário Região Autónoma dos Açores educational digital resources educational technology ICT Lower Secondary and Upper Secondary School Teachers Azores