Percepções dos professores estagiários sobre a aceitação das tecnologias móveis nos processos de ensino-aprendizagem. Um estudo de caso
DOI:
https://doi.org/10.17398/1695-288X.23.1.81Palavras-chave:
Ensino móvel, Professores estagiários, Investigação qualitativa, Grupo de discussão, Dispositivo móvel inteligenteResumo
A crise pandémica evidenciou a necessidade de uma transformação tecnológica e digital da universidade, um processo que já começou e que significou um antes e um depois na incorporação de tecnologias nos processos de ensino-aprendizagem. Por outro lado, os professores estagiários são um grupo privilegiado na medida em que estão no final do seu processo de formação, em contacto com professores activos e serão pilares da formação social. Assim, este estudo tem como objetivo analisar as percepções dos professores estagiários da Universidade de Granada sobre a aceitação e inclusão dos smartphones nos processos de ensino-aprendizagem, após a crise da pandemia de Covid-19. Foi implementada uma metodologia qualitativa (focus group) com uma amostra de 16 professores estagiários pertencentes à área das ciências sociais. Os resultados mostraram uma incorporação das tecnologias nos futuros professores, a necessidade de implementação de smartphones, bem como a literacia móvel de alunos e professores. De igual modo, foram destacadas as diferenças geracionais, a relevância da motivação e a perceção da utilidade e facilidade de utilização dos dispositivos. Conclui-se que são necessárias acções de formação para professores e centros educativos para dar uma resposta eficaz às necessidades sociais e educativas. Por conseguinte, as universidades, as instituições educativas e os professores devem esforçar-se por compreender o âmbito da aprendizagem móvel e as possibilidades dos smartphones no aumento da motivação e na aquisição de competências básicas. São necessários estudos futuros para alargar o âmbito da análise a diferentes áreas e contextos.
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