Estágios da gestão pedagógica para o uso das tecnologias digitais
Estágios da gestão pedagógica para o uso das tecnologias digitais
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数字技术的教学方法
DOI：
10.20396/etd.v22i4.8655663
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
J. A. C. Filho
中科院分区：
文献类型：
--
作者：
Paula Patrícia Barbosa Ventura;J. A. C. Filho
本文的目的是提出在使用主动方法时使用数字技术的教学管理阶段。该提案基于 Sandholtz、Ringstaff 和 Dwyer (1997) 的技术管理阶段。该研究具有定性性质，并作为案例研究，在联邦机构于 2016.2 和 2017.1 学期期间进行。参加者是四名在编教师。使用调查问卷、观察和访谈作为工具。关于数据分析，随着初始或后续代码的定义，它从较小规模的问题开始。材料的分类、分类和分析等阶段也支持了分析。因此，数据被三角测量，并以解释范式为基础。基于文献和实证研究，提出了教学管理的五个阶段：启动、插入、整合、有效性和破坏，表明被调查的教师在研究期间以教学方式使用技术时在初级和中级阶段之间波动。从这个意义上说，基于实际情况开发新的理论框架的重要性得到了肯定，并且更有可能由教师来实施，使理论与实践更加紧密结合。人们相信，如果教师根据这些阶段开发实践，就有更大的可能性让学生对自己的学习共同负责。
This article's aim is to propose stages of pedagogical management towards the use of digital technologies when active methodologies are used. This proposal was based on technological management stages by Sandholtz, Ringstaff and Dwyer (1997). Conceived with a qualitative nature and pointed as a case study, the research was carried in a federal institution, during 2016.2 and 2017.1 semesters. The participants were four teachers from the permanent staff. As instruments, a survey questionnaire, observation and interviews were used. Regarding data analysis, it started with questions on a smaller scale as the initial or subsequent codes were defined. Phases like sorting, classification and analysis itself of the material also supported the analysis. Thus, the data were triangulated, being anchored by the interpretative paradigm. Based on literature and empirical research, five stages of pedagogical management were proposed Initiation, Insertion, Integration, Effectivity and Disruption -, demonstrating that the investigated teachers fluctuated, during the research period, between elementary and intermediate stages when using the technologies in a pedagogical way. In this sense, the importance of developing new theoretical frameworks based on real situations is affirmed, with a greater probability of them being carried out by teachers, bringing theory and practice closer together. It is believed that if teachers develop practices based on these stages, there are greater possibilities of making students co-responsible for their own learning.
生物医学伦理学原则。
DOI：
10.5915/43-3-8476
发表时间：
2011-12
期刊：
The Journal of IMA
影响因子：
--
作者：
Athar S
通讯作者：
Athar S