Perspectives for the integration technology-basic education: technological environments and programming for science teaching

• Grant number: 15/24068-9
• Support Opportunities: Improvement in Public Education Program
• Duration: April 01, 2016 - March 31, 2018
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Marcelo Zanotello
• Grantee: Marcelo Zanotello
• Host Institution: Centro de Ciências Naturais e Humanas (CCNH). Universidade Federal do ABC (UFABC). Ministério da Educação (Brasil). Santo André , SP, Brazil
• Associated researchers: Andressa Cristina Catapani Torel ; Elaine Silva Rocha Sobreira ; Eliete de Moura Beserra Esturari ; Flavia Aparecida da Silva Zocoler ; Nelson Studart Filho ; Sandra Estefânia de Almeida ; Verônica Gomes dos Santos

Abstract

Regarding the integration of technology in education, it is still common observe an decontextualized use, reproducing strictly instructional teaching practices that do not contribute to digital-media literacy of students and the effective integration of technology into the curriculum towards a creative and collaborative education. The simple introduction of technological devices in school is enough to promote significant advances in teaching and learning relationships. It is necessary to ensure a specific teacher formation where the teacher can rely with an experienced partner to promote the use of these resources exploring yours educational potential. In this context, we intent understand how the inclusion of technology in school, integrated into the curriculum in continuous and contextualized way, can transform teaching and learning practices. This project is characterized as a collaborative and qualitative research, based on knowledge exchange and reflections between teachers and researches. Our objectives are study the educational technology appropriation by teachers and students and the impact of various methodological strategies and resources on teaching and learning processes in an appropriate environment. We expect that the actions to be undertaken provide fruitful relations between the offer of a suitable technological environment and the pedagogical practices developed by teachers and students in the context of the involved school. (AU)