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O uso das tecnologias digitais no 1.º CEB está ao serviço de quem? Um estudo de caso no 4.º ano de escolaridade
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Este relatório tem como objetivo analisar a utilização das tecnologias digitais no 1.º Ciclo do Ensino Básico, com foco no 4.º ano de escolaridade, a partir da perceção de professores e alunos sobre o impacto das TIC no processo de ensino-aprendizagem. A motivação para o estudo surge da necessidade de compreender os desafios e benefícios da integração das tecnologias digitais nas práticas pedagógicas e o impacto dessas ferramentas no desempenho dos alunos. A investigação procura também refletir sobre as desigualdades digitais e a necessidade de garantir uma inclusão digital no contexto educativo. O relatório está estruturado em duas partes. Na parte I, realiza-se uma reflexão crítica sobre as práticas desenvolvidas durante os estágios pedagógicos, com foco nas competências adquiridas no contexto do 1.º CEB e na Educação Pré-Escolar. Na parte II, apresenta-se o trabalho de investigação, que inclui uma revisão da literatura sobre o uso das TIC na educação e o desenvolvimento de um modelo conceptual que orienta a pesquisa. A metodologia adotada foi mista, através da aplicação de questionários a professores e alunos para recolher dados sobre as perceções e práticas relativas ao uso das tecnologias. Os resultados obtidos fornecem uma visão crítica das práticas pedagógicas no 1.º CEB, revelando tanto as vantagens quanto os desafios da integração das TIC, e culminam em recomendações para melhorar a formação docente e a eficácia das tecnologias no ensino. Este estudo contribui para uma reflexão sobre o papel das TIC na educação e as condições necessárias para uma integração eficaz no contexto escolar.
This report aims to analyze the use of digital technologies in the first cycle of basic education, focusing on the 4th grade, based on the perceptions of teachers and students regarding the impact of ICT on the teaching-learning process. The motivation for the study arises from the need to understand the challenges and benefits of integrating digital technologies into pedagogical practices and the impact of these tools on student performance. The research also seeks to reflect on digital inequalities and the need to ensure digital inclusion in the educational context. The report is structured in two parts. Part I presents a critical reflection on the practices developed during the teaching internships, focusing on the skills acquired in the context of the 1st Cycle of Basic Education and Pre-School Education. Part II presents the research work, which includes a literature review on the use of ICT in education and the development of a conceptual model to guide the research. The methodology adopted was mixed, through the application of questionnaires to teachers and students to collect data on perceptions and practices related to the use of technologies. The results obtained provide a critical view of pedagogical practices in the first cycle of basic education, revealing both the advantages and challenges of integrating ICT, and culminating in recommendations to improve teacher training and the effectiveness of technologies in teaching. This study contributes to a reflection on the role of ICT in education and the conditions necessary for effective integration in the school context.
This report aims to analyze the use of digital technologies in the first cycle of basic education, focusing on the 4th grade, based on the perceptions of teachers and students regarding the impact of ICT on the teaching-learning process. The motivation for the study arises from the need to understand the challenges and benefits of integrating digital technologies into pedagogical practices and the impact of these tools on student performance. The research also seeks to reflect on digital inequalities and the need to ensure digital inclusion in the educational context. The report is structured in two parts. Part I presents a critical reflection on the practices developed during the teaching internships, focusing on the skills acquired in the context of the 1st Cycle of Basic Education and Pre-School Education. Part II presents the research work, which includes a literature review on the use of ICT in education and the development of a conceptual model to guide the research. The methodology adopted was mixed, through the application of questionnaires to teachers and students to collect data on perceptions and practices related to the use of technologies. The results obtained provide a critical view of pedagogical practices in the first cycle of basic education, revealing both the advantages and challenges of integrating ICT, and culminating in recommendations to improve teacher training and the effectiveness of technologies in teaching. This study contributes to a reflection on the role of ICT in education and the conditions necessary for effective integration in the school context.
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Tecnologias digitais Ensino-aprendizagem 1.º Ciclo do Ensino Básico Perceção dos professores Perceção dos alunos Integração tecnológica Digital technologies Teaching and learning Primary school (1st cycle) Teachers' perception Students' perception Technological integration