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Inovação pedagógica: O processo de ensino-aprendizagem com auxílio da tecnologia
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Abstract(s)
O presente relatório emerge no âmbito da obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º CEB da Escola Superior de Educadores de Infância Maria Ulrich/ISPA, em Lisboa, no ano letivo de 2016/2017. Este refere-se à unidade curricular da Prática Supervisionada em 1.º ciclo do ensino básico, que foi realizada com uma turma a frequentar o 4.º ano de escolaridade, numa instituição privada.
Após a observação do contexto escolar surgiu uma questão em torno da qual iremos desenvolver a nossa investigação, sendo esta: “Como é que as novas tecnologias poderão ser um suporte das aprendizagens ativas?”, o que resultou da necessidade de explorar a forma como as tecnologias são um recurso para o enriquecimento das aprendizagens dos alunos, tendo surgido assim como título deste relatório Inovação pedagógica.
Este relatório consiste num estudo de caso, tendo sido utilizado como principal instrumento de intervenção a observação, de modo a compreendermos como é que este contexto integra o avanço tecnológico no processo de ensino-aprendizagem, nomeadamente como é que os alunos utilizam este recurso e adquirem competências digitais, de forma a prepararem-se para as exigências da sociedade atual.
Para desenvolver esta questão de partida, de forma coerente e devidamente fundamentada, foi necessário proceder a uma revisão de literatura relevante, assim como também analisar a forma como estas crianças utilizam as novas tecnologias como ferramentas para as suas aprendizagens.
This report emerges in the scope of obtaining the Master's Degree in Pre-School Education and Teaching from the 1st CEB of the Escola Superior de Educadores de Infância Maria Ulrich/ISPA in Lisbon in the academic year of 2016/2017. This refers to the curricular unit of Supervised Practice in the 1st cycle of basic education, which was carried out with a group attending their 4th year of school in a private institution. After observing the school context a question arose around “How new technologies could be a support for active learning?”, Which resulted from the need to explore how technologies are a resource for the enrichment of student learning, and thus emerged as the title of this report Pedagogical Innovation. This report consists of a case study, were an observation was used as the main intervention tool, in order to understand how this context integrates the technological advance in the teaching-learning process, namely how students use this resource and acquire digital skills in order to prepare for the demands of today's society. In order to develop this starting point, in a coherent and duly substantiated way, it was necessary to carry out a review of relevant literature, as well as to analyze how these children use the new technologies as tools for their learning.
This report emerges in the scope of obtaining the Master's Degree in Pre-School Education and Teaching from the 1st CEB of the Escola Superior de Educadores de Infância Maria Ulrich/ISPA in Lisbon in the academic year of 2016/2017. This refers to the curricular unit of Supervised Practice in the 1st cycle of basic education, which was carried out with a group attending their 4th year of school in a private institution. After observing the school context a question arose around “How new technologies could be a support for active learning?”, Which resulted from the need to explore how technologies are a resource for the enrichment of student learning, and thus emerged as the title of this report Pedagogical Innovation. This report consists of a case study, were an observation was used as the main intervention tool, in order to understand how this context integrates the technological advance in the teaching-learning process, namely how students use this resource and acquire digital skills in order to prepare for the demands of today's society. In order to develop this starting point, in a coherent and duly substantiated way, it was necessary to carry out a review of relevant literature, as well as to analyze how these children use the new technologies as tools for their learning.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich
Keywords
Educação em 1º ciclo Inovação pedagógica Tecnologia Trabalho de grupo Aprendizagem ativa e significativa Education in 1st cycle Pedagogical innovation Technology Group work Active learning