Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge

2021 ◽  
Vol 23 (3) ◽  
pp. 241-264
Author(s):  
Karla Jocelya Nonato ◽  
Nielce Meneguelo Lobo da Costa
Keyword(s):  
Information And Communication Technologies ◽  
Social Life ◽  
Pedagogical Knowledge ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Mato Grosso ◽  
Pedagogical Content ◽  
Technological Advances ◽  
The Face ◽  
Curriculum Construction

Context: As Digital Information and Communication Technologies (DICT) evolve, they enable to implement innovations that reflect on social life, including school and its curricula, requiring various teachers' knowledge to act in the new educational scenarios. Objective: To identify the presence of DICT in the curriculum and the possibilities of integration in the future pedagogical practice of Undergraduate course students in Mathematics. Design: In order to answer the question of how the Course Pedagogical Project of the Course (PPC) is organized, in the face of current technological advances, a documental analysis, of an interpretative nature, was developed at the PPC of the Undergraduate Course in Mathematics of Federal University of Grande Dourados (UFGD), located in Dourados, Mato Grosso do Sul (MS), Brazil, deployed in 2017. Data collection: Syllabuses and bibliographies presented in PPC were analysed. Results: Choosing as categories those established in the project itself and interpreted in the light of the theoretical framework constituted by the TPACK (Technological Pedagogical Content Knowledge), Web curriculum and Mathematical Enculturation. The following were considered: the social context, the technologies integration into the curriculum and the new knowledge construction by the graduation students. Conclusions: PPC prescribes a curriculum that, by being transformed into practiced curriculum, it can integrate the DICT and promote the construction of technological and pedagogical knowledge of the graduation students’ content and the Web curriculum construction is seen in this process.

scholarly journals Prática Pedagógica e Mídias Digitais: um Diálogo Necessário na Educação Contemporânea

2021 ◽  
Vol 22 (1) ◽  
pp. 02-10
Author(s):  
Rosilene Maria Tessari ◽  
Cleonice Terezinha Fernandes ◽  
Maria das Graças Campos
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Technological Evolution ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Structured Interviews ◽  
Documentary Analysis ◽  
Technological Advances ◽  
Methodological Practice ◽  
Teaching Learning

ResumoApesar de os avanços científicos e tecnológicos se fazerem, constantemente, presentes nas mais diversas áreas, atualmente, a prática metodológica aponta indícios de poucas transformações no que se refere ao planejamento e aplicação dos conteúdos nas aulas. Este artigo se originou de uma pesquisa qualitativa etnográfica, que discute a importância da contextualização da prática pedagógica perante os desafios impostos pelo avanço tecnológico. O objetivo do estudo é refletir sobre os procedimentos de ensino utilizados por professores de uma escola pública, apresentando um breve recorte histórico sobre o uso das mídias na escolarização, considerando a evolução tecnológica e o surgimento de diferentes recursos educacionais. A recolha das informações ocorreu pela análise documental e entrevistas semiestruturadas, com a observação de atividades desenvolvidas. Os resultados apresentam aulas expositivas e a utilização do livro didático e do quadro como ferramentas mais empregadas pelos professores em suas aulas. A conclusão aponta para a importância das discussões sobre os temas no panorama educativo contemporâneo e destaca a necessidade de o professor procurar se atualizar, modernizando seu ofício no contexto atual, garantindo o uso das tecnologias como instrumento capaz de priorizar seu desenvolvimento e do seu educando, promovendo a aplicação das Tecnologias Digitais de Informação e Comunicação na conjuntura de um processo de ensino e aprendizagem dinâmico, significativo e transformador. Palavras-chave: Educação. Tecnologia. Professores. Ensino e Aprendizagem. Formação continuada. AbstractAlthough technological evolution is constantly present in the most diverse areas today, methodological practice points to evidence of few changes in relation to the content planning and application in classes. This article originated from a qualitative ethnographic research that discusses the importance of contextualizing pedagogical practice before the challenges imposed by technological advances. The objective of the study is to reflect on the teaching procedures used by teachers of a public school, presenting a brief history of the use of media in schooling, considering the technological evolution and the emergence of different educational resources. The information collection was based on documentary analysis and semi-structured interviews, with observation of the activities developed. The results indicate expository classes and the textbook use and the blackboard as tools most used by teachers in their classes. The conclusion points to the importance of discussions on topics in the contemporary educational landscape and highlights the need for teachers to seek to update themselves, modernizing their practice in the current context and highlighting the use of technologies in order to prioritize their development and that of the students, promoting the application of Digital Information and Communication Technologies in the context of a dynamic, meaningful and transforming teaching and learning process. Keywords: Education. Technology. Teachers. Teaching-Learning. Continuing education

scholarly journals EDUCAÇÃO A DISTÂNCIAS: CARACTERÁSTICAS E DIRECIONAMENTOS PEDAGÓGICOS NA ERA DIGITAL

EAD em FOCO ◽  
2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Viviane Maria Penteado Garbelini ◽  
Ely Gonçalves
Keyword(s):  
Information And Communication Technologies ◽  
Social Life ◽  
Communication Technologies ◽  
Virtual Classroom ◽  
Theory And Practice ◽  
Digital Information ◽  
Vast Number ◽  
The Face ◽  
Information And Communication ◽  
Pedagogical Models

A inclusão de variados recursos tecnológicos contribui para a interação entre as modalidades de ensino presencial e a distância, assim como para o diálogo entre as diferentes abordagens pedagógicas. Esse processo tem ocorrido, sobretudo, em função dos recursos tecnológicos se inserirem em todas as dimensões da vida social, sejam pessoais e/ou profissionais. Ao incorporar os diferentes recursos tecnológicos às diferentes modalidades de ensino (presencial e a distância), o espaço educacional se abre de forma ilimitada. Entre a sala de aula presencial e a sala de aula virtual, interpõe-se uma vasta e indefinível fronteira entre o conteúdo e a aprendizagem, entre o professor e o aluno, entre a teoria e a prática, entre o real e o virtual. Nesse sentido, a inserção dos diferentes modelos pedagógicos se torna emergente, a fim de atender favoravelmente a um vasto número de identidades culturais, pois o conhecimento se sustenta, complementa-se e se enriquece quando emerge de um diálogo entre os diferentes componentes que dele fazem parte. A presente pesquisa se estabelece visando identificar a necessidade de implementar, no processo ensino aprendizagem, subsidiado pelas diferentes tecnologias digitais da informação e da comunicação, novos modelos pedagógicos, sendo o foco deste estudo o ensino superior. Tal pesquisa, de cunho bibliográfico, buscou, baseada em autores contemporâneos, apresentar os modelos pedagógicos aplicados na contemporaneidade em função da inserção das tecnologias digitais de informação e comunicação nos contextos de aprendizagem. Palavras-chave: Tecnologia Digital; Educação a Distância; Modelos de Aprendizagem. Characteristics and Educational Directions in the Digital Age AbstractThe inclusion of various technological resources contributes to the interaction between the types of classroom teaching and distance, as well as for dialogue between the different pedagogical approaches. This process has taken place, especially in the light of technological resources to insert in all dimensions of social life, are personal and / or professional. By incorporating the different technological resources to different forms of education (classroom and distance), the educational space opens indefinitely. Between the face classroom and virtual classroom interposes a vast and indefinable boundary between content and learning between the teacher and the student, between theory and practice, between the real and the virtual. In this sense, the integration of different pedagogical models becomes emerging in order to meet favorably to a vast number of cultural identities, because knowledge is based, is complemented and enriched when emerging from a dialogue between the various components which make part. This research is established in order to identify the need to implement, in the learning process, supported by the different digital technologies of information and communication, new pedagogical models, and the focus of this study higher education. This research, bibliographic nature, sought, based on contemporary authors present the pedagogical models used nowadays due to the insertion of digital information and communication technologies in learning contexts. Keywords: Digital Technology; Distance Education; Learning Models.

scholarly journals TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO E AS METODOLOGIAS ATIVAS: ELEMENTOS PARA O TRABALHO DOCENTE NO ENSINO SUPERIOR

2018 ◽  
Vol 3 (2) ◽  
pp. 798-812
Author(s):  
Priscila Miranda de Carvalho Coletto ◽  
Okçana Battini ◽  
Edenar Monteiro
Keyword(s):  
Nursing Education ◽  
Information And Communication Technologies ◽  
Private University ◽  
Communication Technologies ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Teachers And Students ◽  
Information And Communication ◽  
Teaching Learning ◽  
Nursing Course

Resumo: A utilização da Tecnologias Digitais de Informação e Comunicação (TDICs) e das metodologias ativas no espaço universitário apontam para uma nova forma de estabelecer o trabalho e papel dos professores e alunos no processo de ensino aprendizagem. Nesse sentido, esse artigo traz os resultados de uma pesquisa que teve como objetivo compreender a percepção dos docentes do curso de Enfermagem sobre a utilização das TDICs como elementos mediadores da aprendizagem. Trata-se de uma pesquisa de caráter qualitativo realizada por meio estudo de caso com 6 professores do curso de Enfermagem de uma universidade privada do estado de Goiás. A incorporação das ferramentas tecnológica tende a uma prática pedagógica mais enriquecedora, potencializando a interação e integração bem como a capacidade de compreensão dos conhecimentos, por parte de professores e alunos. Na área de Enfermagem, grandes esforços têm sido realizados com a finalidade de extrair maiores benefícios da utilização das TDICs para obter e/ou garantir um grau maior de qualidade no Ensino. Diante disso permitiu apontar que o ensino de enfermagem mediado pelo uso das TDICs configura-se um desafio exigindo dos alunos, docentes e instituições de ensino superior mudanças na postura frente ao processo educacional.Palavras-chave: Tecnologias Digitais de Informação e Comunicação. Ensino de Enfermagem. Trabalho Docente. Formação de Professores. Abstract: The use of Digital Information and Communication Technologies TDICs and the active methodologies in the university space point to a new way of establishing the work and role of teachers and students in the process of teaching learning. In this sense, this research aimed to understand the perception of teachers of the Nursing course on the use of TDICs as mediators of learning. It is a qualitative research carried out through a bibliographical survey and case study with 6 teachers of the Nursing course of a Private University of the State of Goiás. The incorporation of technological tools tends to a more enriching pedagogical practice, interaction and integration as well as the ability to understand the knowledge, by teachers and students. In the Nursing area, great efforts have been made to extract greater benefits from the use of the TDICs to obtain and / or guarantee a higher degree of quality in the Teaching. Given this, it was possible to point out that nursing education mediated by the use of TDICs is a challenge requiring students, teachers and institutions of higher education changes in the posture in front of the educational process.Keywords: Digital Information and Communication Technologies. Nursing education. Teaching Work. Teacher training.

scholarly journals APRENDER “COM” A TECNOLOGIA: O uso do Facebook no processo de aprendizagem e interação de curso online

2019 ◽  
Vol 5 (4) ◽  
pp. 658-669
Author(s):  
Elaine Jesus Alves ◽  
Bento Duarte da Silva
Keyword(s):  
Social Networks ◽  
Information And Communication Technologies ◽  
Cognitive Tools ◽  
Digital Information ◽  
Redes Sociales ◽  
Face To Face ◽  
The Face ◽  
Information And Communication ◽  
La Red ◽  
Course Integration

Aprender com tecnologias na perspectiva de Jonassen (1996) compreende encarar as tecnologias digitais de informação e comunicação - TDIC como ferramentas cognitivas em que o estudante toma partido efetivo do seu potencial usando-as para ampliar seu conhecimento. Neste caso, a partícula com indica parceria, ou seja, o estudante não é controlado pela tecnologia, antes assume o domínio desta para atender a seus objetivos de aprendizagem. Assim, este artigo discute o papel das redes sociais nos contextos educativos presenciais e mediados por tecnologias. Neste sentido, o texto apresenta a experiência do uso da rede social Facebook no processo de aprendizagem entre os servidores da Universidade Federal do Tocantins alunos do curso Integração do  servidor na UFT 2016.   PALAVRAS-CHAVE: Ferramentas cognitivas,  Redes Sociais, Facebook.     ABSTRACT Learning from technologies from the perspective of Jonassen (1996) includes looking at digital information and communication technologies (TDIC) as cognitive tools in which the student effectively takes advantage of their potential by using them to broaden their knowledge. In this case, the particle with indicates partnership, that is, the student is not controlled by the technology, but rather takes control of it to meet its learning objectives. Thus, this article discusses the role of social networks in the face-to-face and technology-mediated educational contexts. In this sense, the text presents the experience of using the social network Facebook in the process of learning among the servers of the Federal University of Tocantins students of the course Integration of the server in UFT 2016. From the observation of the participations of the students in the group created on Facebook for the course, as well as the analysis of the final evaluation of the module, data was collected that demonstrated the success of the experience considering the significant interest of the participants in the module due to the differential that Facebook offers in terms of accessibility and ease of interaction. However, the article points out some bottlenecks during the process that are interesting to share in order to expand theoretical production in this area of ​​increasing expansion - educational technology.   KEYWORDS: : Cognitive Tools, Social Networks, Facebook.     RESUMEN Aprender de las tecnologías desde la perspectiva de Jonassen (1996) incluye considerar las tecnologías de la información y la comunicación digitales (TDIC) como herramientas cognitivas en las que el estudiante aprovecha efectivamente su potencial al usarlas para ampliar sus conocimientos. En este caso, la partícula con indica asociación, es decir, el estudiante no está controlado por la tecnología, sino que toma el control de la misma para cumplir con sus objetivos de aprendizaje. Por lo tanto, este artículo analiza el papel de las redes sociales en los contextos educativos presenciales y de tecnología. En este sentido, el texto presenta la experiencia de utilizar la red social Facebook en el proceso de aprendizaje entre los servidores de los estudiantes de la Universidad Federal de Tocantins del curso Integración del servidor en UFT 2016. Desde la observación de las participaciones de los estudiantes en el grupo creado en Facebook para El curso, así como el análisis de la evaluación final del módulo, se recopilaron datos que demostraron el éxito de la experiencia, considerando el gran interés de los participantes en el módulo debido al diferencial que ofrece Facebook en términos de accesibilidad y facilidad de interacción. Sin embargo, el artículo señala algunos cuellos de botella durante el proceso que es interesante compartir para ampliar la producción teórica en esta área de expansión creciente: tecnología educativa.   PALABRAS CLAVE: Herramientas Cognitivas, Redes Sociales, Facebook.

scholarly journals A incorporação das tecnologias digitais de informação e comunicação (TDIC) pelos professores de língua portuguesa das escolas estaduais de ensino médio de Linhares – ES

2018 ◽  
Vol 11 (2) ◽  
pp. 105-120
Author(s):  
Márcia Aparecida Vergna ◽  
Antônio César Machado Silvia
Keyword(s):  
Information And Communication Technologies ◽  
Field Research ◽  
Communication Technologies ◽  
Language Teachers ◽  
Pedagogical Practice ◽  
Digital Information ◽  
Computer Lab ◽  
Data Collection Instrument ◽  
Information And Communication ◽  
E Mail

RESUMO: Este artigo objetiva investigar como está ocorrendo a incorporação das tecnologias digitais de informação e comunicação (TDIC), em especial o computador e a internet, na prática pedagógica dos professores de Língua Portuguesa do Ensino Médio da rede estadual de Linhares – ES. Para tal fim, realizou-se pesquisa de campo, utilizando o questionário como instrumento de coleta de dados. O público-alvo foram os alunos concluintes do Ensino Médio das escolas estaduais de Linhares – ES. Esta pesquisa é descritiva, de abordagem qualitativa. Os dados indicam que os professores de Língua Portuguesa, em sua maioria, não integram esses recursos em sua prática pedagógica. A principal finalidade dos que levam os alunos ao laboratório de informática é a realização de pesquisas, seguida, em menor proporção, pela preparação de slides para apresentação de trabalhos, digitação de textos, realização de leitura de obras literárias, envio de e-mail e exibição de vídeos relacionados ao conteúdo da disciplina. Espera-se que essa pesquisa possa ser usada como subsídio para nortear ações que visem ao melhor aproveitamento dos recursos disponibilizados pelas tecnologias digitais de informação e comunicação no espaço escolar, contribuindo também no direcionamento de políticas de formação inicial e continuada para o uso pedagógico dessas tecnologias. PALAVRAS-CHAVE: incorporação; língua portuguesa; tecnologias digitais de informação e comunicação.   ABSTRACT: This article aims at investigating how the incorporation of digital information and communication technologies (TDIC), in particular the computer and the internet, is taking place in the pedagogic practice of Portuguese language teachers of Linhares-ES state network. For this purpose, a field research was performed using the questionnaire as a data collection instrument. The target audience was the high school graduating students from Linhares state schools-ES. This research is descriptive, of qualitative approach. The data indicate that most Portuguese language teachers do not integrate these resources into their pedagogical practice. Of those who take the students to the computer lab, the main use is for conducting some research, followed, in smaller numbers, to prepare slides for presentation of works, typing texts, reading literary works, sending an e-mail and display of videos related to the content of the course. It is hoped that this research can be used as a subsidy to guide actions aimed at making better uses of the resources available through the digital information and communication technologies in the school space, also contributing in the direction of initial and continued training policies for the pedagogical use of these technologies. KEYWORDS: incorporation; Portuguese language; digital information and communication technologies.

scholarly journals Os Avanços Tecnológicos Desumanizam o Ensino Médico?

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Hugo Cataud Pacheco Pereira ◽  
Fernanda Antoniollo Hammes de Carvalho ◽  
Daniela Marti Barros
Keyword(s):  
Medical Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Communication Technologies ◽  
Medical Teaching ◽  
Technological Advances ◽  
The Face ◽  
Information And Communication ◽  
The Relationship ◽  
Interesting Alternative

Resumo: Os recursos tecnológicos são ferramentas que auxiliam docentes e o uso racional desses enriquece a aula, auxiliando os alunos no processo de aprendizagem. Essa perspectiva reflete no ensino médico, o qual necessita se adaptar as novas demandas da educação. Nessa linha de pensamento, no presente artigo, apresentamos a educação médica em cenários pedagógicos distintos em que o uso de Tecnologias da Informação e Comunicação (TICs) auxilia professores no processo de ensino/aprendizagem, interferindo positivamente na  relação entre  aluno, professor e conteúdos. Destacamos ainda, o fato de que o uso das TICs é uma alternativa interessante diante da necessidade de humanizar o ensino médico. Palavras-chave: Ensino Médico. Recursos Tecnológicos. Desumanização. DO TECHNOLOGICAL ADVANCES DEHUMANIZE MEDICAL TEACHING? Abstract: The technological resources are tools that help teachers and the rational use of these enriches the classroom, helping students in the learning process. This perspective reflects on medical education, which needs to adapt to the new demands of education. In this line of thought, in this article we present the medical education in different pedagogical scenarios in which the use of Information and Communication Technologies (ICTs) assists teachers in the process of teaching, interfering positively in the relationship between  student, professor and subjects. We highlight the fact that the use of ICTs is an interesting alternative in the face of the need to humanize the medical teaching. Key words: Medical Teaching. Technological Resources. Dehumanization.

scholarly journals Digital globalization and its impact on economic and social life

2021 ◽  
Vol 129 ◽  
pp. 06003
Author(s):  
Sorin Burlacu ◽  
Mihaela Diana Oancea Negescu ◽  
Simona Roxana Patarlageanu ◽  
Raluca Ana Vasilescu
Keyword(s):  
Information And Communication Technologies ◽  
Social Life ◽  
Value Added ◽  
Communication Technologies ◽  
Main Research ◽  
Documentary Analysis ◽  
Technological Advances ◽  
Information And Communication ◽  
Fierce Competition

Research background: While some researchers see digital globalization as a new form of globalization, others liken digitalisation to the globalization that needs to be managed and driven so that institutions and businesses can meet the challenge of digitalisation together. Digitization has encompassed all aspects of economic and social life. In increasingly fierce competition, technological advances and the challenges of science are becoming catalysts for globalization. There is research that suggests that conventional wisdom would say that globalization has stopped arguing that global trade in goods has flattened and cross-border capital flows have fallen sharply since the economic crisis of 2008. However, research shows that globalization is not reversing but enters a new phase that could be defined by a sustained increase in data and information flows. More than a decade later, the new global crisis caused by the COVID-19 pandemic is strengthening the role of information and communication technologies in both the economy and social life. Purpose of the article: The aim of this paper is to highlight the main characteristics of digital globalization that have a major impact on current and future economic and social life. Methods: Documentary analysis and review of the literature are the main research methods. These are doubled by a bibliographic analysis of IT tools. Findings & Value added: Following the documentary analysis, we identified a series of characteristics that allow us to consider that global digitalization can become the determining factor of the economy with direct implications in social life.

scholarly journals Virtual Reality in the Teaching of FLE in a Brazilian Public School

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 36 ◽  
Author(s):  
Felipe Augusto Nobrega ◽  
Cibele Cecílio de Faria Rozenfeld
Keyword(s):  
Virtual Reality ◽  
Public Schools ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
School Environment ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Context ◽  
Pedagogical Practice ◽  
Digital Information

Considering the emergence of digital information and communication technologies in the contemporary educational context, this work aims to explore the possibilities offered by Virtual Reality (VR) headsets in the school environment, and also to verify how they can contribute to foreign language teaching and learning. The motivation of this work is a result of a pedagogical practice experience carried out by the researcher during French classes in a Brazilian foreign language teaching project in public schools. This pedagogical practice later became the subject of their master’s research, which is currently being conducted in the same educational context in two French language classes. The main objective consists of verifying to what extent VR can contribute to foreign language teaching/learning, focusing on the four linguistic competences and motivation. The methodology of this work has a qualitative nature with some quantitative results, and is characterized as Action Research, as the researcher participated in the activities. These activities consisted of using Google Cardboard, a VR headset, to present interactive 360° videos and tours of real places. The preliminary results show that activities with VR can promote a high level of motivation and engagement, also contributing to the development of the four linguistic competences.

Understanding the Technological and Pedagogical Content Knowledge (TPACK) of mathematics teachers as a possibility for reflection on the use of educational technology

2021 ◽  
Vol 23 (6) ◽  
pp. 58-92
Author(s):  
Luciene A. Cardoso Valle ◽  
Gildo Girotto Junior
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Mathematics Teachers ◽  
Professional Knowledge ◽  
Lesson Plans ◽  
Pedagogical Practices ◽  
Digital Information ◽  
Pedagogical Content ◽  
Use Of Resources

ABSTRACTBackground: The broader access to technological resources, combined with pedagogical practices implementation, shows the need of continuing education of teachers on Digital Information and Communication Technologies (DICT). Recognizing the knowledge that professionals need in their work is a path that allows the evaluation and creation of training measures. Objectives: Considering the Pedagogical and Technological Content Knowledge (TPACK) as a reference, we sought to investigate the professional knowledge of mathematics teachers about digital technological resources and their possible incorporation in pedagogical practices. Design: A qualitative research was carried out. Setting and Participants: Mathematics teachers working in high school, technical and higher education who participated in a short-term training proposal. Data collection and analysis: The research was based on meetings with mathematics teachers, in which the use of resources was discussed and lesson plans were elaborated; they were, then, followed up in a real scenario. Specific instruments, lesson plans, audiovisual records, and interviews were analyzed by Textual Discursive Analysis (TDA), provided evidence about teachers’ use of resources. Results: Different professional knowledge linked to TPACK were recognized at different levels and some factors such as professional experience and technological appropriation proved to be influential. Conclusions: In addition to the possibility of recognizing professional knowledge, it was noted that a specific character under the interpretation of TPACK recognizes such knowledge even in teachers with a low level of technology appropriation, which allowed reflections on the construct itself and its possible correlations with the Pedagogical Content Knowledge (PCK).

scholarly journals A integração de TDICs na prática de ensino de professores de línguas estrangeiras: análise do conhecimento tecnológico pedagógico

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Michelli Godoy Delmonico ◽  
Cibele Cecílio de Faria Rozenfeld
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Pedagogical Knowledge ◽  
Lesson Plans ◽  
Digital Information ◽  
Know How ◽  
Language Class ◽  
Information And Communication

Resumo Acreditando que a integração de tecnologias digitais de informação e comunicação (TDICs) na prática de ensino dos professores de línguas estrangeiras é necessária, utilizamos o modelo TPACK, que propõe a integração dos conhecimentos tecnológico e pedagógico no ensino, para verificar em que medida os professores conseguiram utilizar as TDICs de forma adequada ao modelo TPACK em seus planos de aulas. O curso: “O uso de novas e velhas tecnologias em sala de língua estrangeira (NoVeTeLe)” foi ofertado como extensão para professores, em um ambiente virtual (Moodle), sendo mediado por três docentes formadores. Como atividade final, foi proposta a elaboração de planos de aulas que incluíssem as TDICs na prática de ensino. Fizemos, portanto, uma análise qualitativa e indutiva desses planos de aulas de acordo com o modelo TPACK para sabermos como os professores utilizaram a integração dos conhecimentos. Os resultados mostraram que ainda existe uma deficiência em incluir as ferramentas tecnológicas em sala de aula. Palavras-chave: TPACK. TDIC. Ensino de línguas.   Abstract Believing that the integration of digital information and communication technologies (DICTs) in the teachers practice of teaching a foreign language is necessary, it was used the TPACK model, which proposes the integration of technological and pedagogical knowledge in teaching to check to what extent the teachers were able to use the DICTs properly in their lesson plans. The course: "the use of new and old technologies in a foreign language class (NoVeTeLe)" was offered as an extension course to teachers in a virtual environment (Moodle), being mediated by three trainers teachers. As a final activity, it was proposed to develop lesson plans that included the DICTs in teaching practice. Therefore, we did a qualitative and inductive analysis of these lesson plans according to the model TPACK to know how the teachers used the integration of technological and pedagogical knowledge. The results showed that there is still a deficiency when including technological tools in the class. Keywords: TPACK; DICTs; Language teaching.

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