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AS TIC na formação de professores: do pacote Office ao pacote Moodle
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Advisor(s)
Abstract(s)
Esta comunicação é apresentada por três docentes com experiências diferentes na formação de professores, embora com um interesse comum: o desenvolvimento profissional dos professores e a utilização contextualizada das tecnologias de informação e comunicação (TIC).
Dois, mais velhos, a ‘consciência crítica’ do MINERVA e outro, mais novo, da nova geração Nónio, igualmente crítico mas mais arrojado e tolerante perante fenómenos tecnológicos rodeados de efeitos promissores para a educação.
O trabalho desenvolvido nos últimos anos com plataformas de comunicação e ambientes virtuais de aprendizagem na formação de professores e em projectos colaborativos de desenvolvimento curricular, fez crescer a necessidade de uma ‘paragem’ para reflexão, numa altura em que o quadro da formação de professores para o uso das TIC, em Portugal, pretende desafiar o status firmado de cerca de dezena e meia de anos com o pacote Office. Agora que este perdeu terreno em detrimento da formação em contexto, poderemos estar perante um novo pacote que mais uma vez iludirá os professores e lhes consumirá energia, deixando de novo os alunos sozinhos (com as TIC) em casa e adiando mais uma vez a integração curricular das TIC como uma mais valia para a aprendizagem. Mais do que trazer respostas, esta comunicação pretende levantar questões partindo das experiências destes três professores neste domínio.
This paper is presented by three teachers with different experiences within teachers’ training, although sharing a common interest: the professional development of teachers and the use of ICT in context. The older ones are the critical consciousness of MINERVA, and the younger one, belonging to the young generation of Nónio, is equally critical but more daring and tolerant towards the technological phenomena which are surrounded by promising effects on education. During the latest years, the work with communication platforms and e-learning environments within teachers’ training and collaborative projects of curricular development made us feel the need to stop and reflect, in a time when the framework of teachers’ training for the use of technologies aims at defying the status of Office Package, established for about eighteen years. Now with its loss of importance on the ground, being overcome by training in context, we may be facing a new package which will once more deceive teachers and make them waste their energy, leaving students alone again (with ICT) at home, postponing once more the curricular integration of ICT as a learning achievement. More than giving answers, this paper wants to ask questions, raised by the experiences in this field of these three teachers.
This paper is presented by three teachers with different experiences within teachers’ training, although sharing a common interest: the professional development of teachers and the use of ICT in context. The older ones are the critical consciousness of MINERVA, and the younger one, belonging to the young generation of Nónio, is equally critical but more daring and tolerant towards the technological phenomena which are surrounded by promising effects on education. During the latest years, the work with communication platforms and e-learning environments within teachers’ training and collaborative projects of curricular development made us feel the need to stop and reflect, in a time when the framework of teachers’ training for the use of technologies aims at defying the status of Office Package, established for about eighteen years. Now with its loss of importance on the ground, being overcome by training in context, we may be facing a new package which will once more deceive teachers and make them waste their energy, leaving students alone again (with ICT) at home, postponing once more the curricular integration of ICT as a learning achievement. More than giving answers, this paper wants to ask questions, raised by the experiences in this field of these three teachers.
Description
Comunicação apresentada em V Conferência Internacional de Tecnologias de Informação e Comunicação na Educação – Challenges 2007, Braga, 17-18 de maio 2007
Keywords
Pedagogical Context
Citation
Publisher
Centro de Competência da Universidade do Minho