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O uso das tecnologias digitais no processo de aprendizagem: benefícios para os alunos e os desafios para os professores
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O presente relatório tem por base a prática pedagógica desenvolvida no âmbito da
unidade curricular de Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico,
no decurso do ano letivo de 2023/2024. O estágio foi realizado numa instituição de
natureza jurídico-privada, numa turma do 1.º ano de escolaridade. Atendendo às
especificidades do contexto educativo, nomeadamente a integração regular de tecnologias
digitais nas práticas letivas da docente cooperante, desenvolveu-se um estudo com o
objetivo de compreender de que forma a utilização dessas tecnologias pode atuar como
facilitadora e potenciadora das aprendizagens numa sala do 1.º Ciclo do Ensino Básico.
Para a concretização deste estudo, adotou-se uma metodologia de investigação
qualitativa, considerando a complexidade e a natureza interpretativa do fenómeno em
análise. As técnicas e os instrumentos de recolha de dados incluíram a observação
participante, entrevista semiestruturada à professora cooperante, análise documental do
projeto educativo da instituição, bem como a utilização de instrumentos reflexivos, como
o diário de bordo e o portefólio.
Os resultados obtidos evidenciam o impacto positivo da integração das tecnologias
digitais no processo de ensino-aprendizagem, destacando-se a sua eficácia na promoção
da motivação, do envolvimento ativo dos alunos e na consolidação dos conteúdos
curriculares. A utilização intencional e pedagógica desses recursos digitais revelou-se um
contributo significativo para a diversificação das metodologias e para a melhoria das
práticas educativas, promovendo aprendizagens mais significativas e contextualizadas no
contexto observado.
This report is based on the pedagogical practice carried out within the scope of the curricular unit Supervised Teaching Practice in the 1st Cycle of Basic Education, during the 2023/2024 academic year. The internship took place in a privately governed educational institution, in a 1st-grade class. Considering the specific characteristics of the educational context, namely the regular integration of digital technologies in the teaching practices of the cooperating teacher, a study was developed with the aim of understanding how the use of such technologies can act as a facilitator and enhancer of learning in the 1st Cycle of Basic Education. To carry out this study, a qualitative research methodology was adopted, considering the complexity and interpretative nature of the phenomenon under analysis. The data collection techniques and instruments included participant observation, a semi structured interview with the cooperating teacher, documentary analysis of the institution’s educational project, as well as the use of reflective instruments such as a field journal and a portfolio. The results obtained highlight the positive impact of integrating digital technologies into the teaching and learning process, particularly in their effectiveness in fostering student motivation, active engagement, and the consolidation of curricular content. The intentional and pedagogical use of these digital resources proved to be a significant contribution to the diversification of teaching methodologies and the enhancement of educational practices, promoting more meaningful and context-based learning experiences.
This report is based on the pedagogical practice carried out within the scope of the curricular unit Supervised Teaching Practice in the 1st Cycle of Basic Education, during the 2023/2024 academic year. The internship took place in a privately governed educational institution, in a 1st-grade class. Considering the specific characteristics of the educational context, namely the regular integration of digital technologies in the teaching practices of the cooperating teacher, a study was developed with the aim of understanding how the use of such technologies can act as a facilitator and enhancer of learning in the 1st Cycle of Basic Education. To carry out this study, a qualitative research methodology was adopted, considering the complexity and interpretative nature of the phenomenon under analysis. The data collection techniques and instruments included participant observation, a semi structured interview with the cooperating teacher, documentary analysis of the institution’s educational project, as well as the use of reflective instruments such as a field journal and a portfolio. The results obtained highlight the positive impact of integrating digital technologies into the teaching and learning process, particularly in their effectiveness in fostering student motivation, active engagement, and the consolidation of curricular content. The intentional and pedagogical use of these digital resources proved to be a significant contribution to the diversification of teaching methodologies and the enhancement of educational practices, promoting more meaningful and context-based learning experiences.
Descrição
Relatório da Prática de Ensino apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico
Palavras-chave
tecnologias digitais benefícios pedagógicos desafios da integração tecnológica gamificação 1º ciclo do ensino básico Digital technologies pedagogical benefits challenges of technology integration gamification primary education