Novas tecnologias e a prática docente: um estudo a partir do livro-texto digital "aprendendo a estudar"
Arquivos
Data
2004
Autores
Pittamiglio, Silvia Elsa Lizarralde de 
Orientadores
Batista, Nildo Alves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O objetivo desta tese é avaliar a interação docente/software educacional a partir do
hipertexto “Aprendendo a Estudar” (livro-texto digital), investigando a receptividade
deste tipo de intervenção instrucional, avaliando os estilos de navegação
(construção de um hiperdocumento a partir do hipertexto) e descrevendo a relação
dos docentes com a novas tecnologias de informação e comunicação (NTICs) no
cotidiano de sua prática. A metodologia constou da aplicação de questionários com
perguntas abertas e fechadas a 21 docentes, alunos do Mestrado Ensino em
Ciências da Saúde 2004/CEDESS . As perguntas fechadas foram tabuladas e as
abertas submetidas a análise de conteúdo. Os mapas de navegação foram
classificados conforme os estilos: linear, não-linear e misto. Os resultados mostram
que os docentes têm pouca familiaridade com as NTICs porém concordam com o
potencial educativo de objetos de aprendizagem digitais e reconhecem a relevância
da incorporação das NTICs na prática docente. Demostram uso incipiente dos
recursos de informática como auxílio à elaboração de material didático e de recursos
eletrônicos de comunicação assíncrona (listas ou grupos de discussão). A
apropriação de software educacional em aula presencial e o uso das NTICs como
recursos auxiliares à pesquisa são restritos. Há prevalência de estilos de navegação
lineares e mistos sugerindo predominância de estilos cognitivos serialistas.
Manifestam intenção de usar o livro-texto digital no ensino presencial e como
desafios citam a falta de infraestrutura física adequada e de familiarização com as
NTICs. A relação dos docentes com as NTICs tem se comportado como um
processo de aprendizagem e aproximação progressiva , mesclando muito o papel de
aluno e professor. Sua incorporação adequada nos ambientes de aprendizagem é
motivo de reflexão quanto à sua influência na prática docente e um desafio a ser
enfrentando por todos os atores envolvidos.
The purpouse of this thesis is to evaluate the teacher / educational software interaction based on the hypertext “Learning to Study” (a digital textbook): investigating this instructional tool acceptance, evaluating the navigation styles (construction of an hyperdocument from an hypertext) and describing the relationship between teachers and the new information and communication technologies (NICTs) in daily practice. Structured and semi-structured questionnaires were answered by 21 teachers, students of the Health Sciences Education Master Degree course, offered by the Health Higher Education Development Center (CEDESS) of the Federal University of São Paulo (UNIFESP) in 2004. Structured questions were evaluated by statiscal techniques and qualitative content analysis was used in the semi-structured. Navigation maps were classified according to linear, non-linear and mixed styles. Results showed teachers´ low familiarity with NICTs, although they were in accordance with the educative potencial of learning digital objects and recognized the relevance of NICTs incorporation into teacher’s practice. It was also demonstrated the rare use of informatics, as a tool to elaborate educational materials, and infrequent use of electronic resources of assyncronous communication (discussion lists or groups). The use of educational software in presential classes as well as the NTICs as auxiliary research tool have a restrict application. Linear and mixed navigation styles predominated being suggestive of sequential cognitive styles. They showed interest in using the digital textbook during teaching classes and the main difficulties reported were: lack of adequate classroom infraestructure and low familiarity with NICTs. The teachers / NICTs relationship follows a progressive learning and approximation process resulting in intermingled professor-student relationships. Adequate incorporation of NICTs in learning environments and its influence on the academic practice challenges all the involved actors.
The purpouse of this thesis is to evaluate the teacher / educational software interaction based on the hypertext “Learning to Study” (a digital textbook): investigating this instructional tool acceptance, evaluating the navigation styles (construction of an hyperdocument from an hypertext) and describing the relationship between teachers and the new information and communication technologies (NICTs) in daily practice. Structured and semi-structured questionnaires were answered by 21 teachers, students of the Health Sciences Education Master Degree course, offered by the Health Higher Education Development Center (CEDESS) of the Federal University of São Paulo (UNIFESP) in 2004. Structured questions were evaluated by statiscal techniques and qualitative content analysis was used in the semi-structured. Navigation maps were classified according to linear, non-linear and mixed styles. Results showed teachers´ low familiarity with NICTs, although they were in accordance with the educative potencial of learning digital objects and recognized the relevance of NICTs incorporation into teacher’s practice. It was also demonstrated the rare use of informatics, as a tool to elaborate educational materials, and infrequent use of electronic resources of assyncronous communication (discussion lists or groups). The use of educational software in presential classes as well as the NTICs as auxiliary research tool have a restrict application. Linear and mixed navigation styles predominated being suggestive of sequential cognitive styles. They showed interest in using the digital textbook during teaching classes and the main difficulties reported were: lack of adequate classroom infraestructure and low familiarity with NICTs. The teachers / NICTs relationship follows a progressive learning and approximation process resulting in intermingled professor-student relationships. Adequate incorporation of NICTs in learning environments and its influence on the academic practice challenges all the involved actors.
Descrição
Citação
PITTAMIGLIO, Silvia Elsa Lizarralde de. Novas tecnologias e a prática docente: um estudo a partir do livro-texto digital “Aprendendo a Estudar”. 2004. 123 f. Dissertação (Mestrado Profissional em Ensino em Ciências da Saúde) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, 2004.