EDUCATION AND DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: A THEORETICAL/PRACTICAL EXPERIENCE IN INITIAL TEACHER TRAINING

Authors

DOI:

https://doi.org/10.14571/brajets.v11.n2.228-237

Abstract

This article aims to discuss the relationship between theory and practice in the initial training of teachers for the use of Digital Information and Communication Technologies (DICT), based on an experience report from a class of Education and Communication Technologies, of the course of licenciatura in pedagogy, of Tiradentes University (Unit). As procedures were qualitatively analyzed the participation of students during and after the pedagogical activities developed in this discipline, on the use of DICT in initial teacher training. The sources, the productions and the evaluations of the experience were considered through questionnaire responses. As results we find that the answers and activities contribute with the vision that the future teachers are connected in the daily by technological devices, however they face considerable challenges related to the training for the use of these technologies in teaching, in what concerns the domain of communication potentialities of mediation of DICT for teaching practices in and outside the classroom.

Author Biographies

Ronaldo Nunes Linhares, Universidade Tiradentes, UNIT

PhD in Communication Sciences from the University of São Paulo (2003). Full Professor of the Postgraduate Program in Education of Tiradentes University (UNIT).

Luiz Rafael dos Santos Andrade, Universidade Tiradentes, UNIT

Master in Education by the Postgraduate Program in Education of Tiradentes University (UNIT). Researcher linked to the Group of Studies and Research Communication, Education and Society - GECES / CNPq. Conducts research in Education, with emphasis on Information Literacy and Digital Literacy.

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Published

2018-08-01

Issue

Vol. 11 No. 2 (2018)

Section

Qualitative Research in Education, Technology and Society

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