Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Santos, Érica Renda dos
 |
| Orientador(a): |
Hessel, Ana Maria Di Grado |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20018
|
Resumo: |
21st century society is characterized by an unbridled expansion of easily accessible information, demanding from citizens a permanent attitude of learning and knowledge acquisition. In this context, information and digital technologies (ICT) have been causing profound transformation in Education: in the teaching goals and in the educational institutions themselves, in the educational policies, in teachers’ continuing professional development, in the active methodologies developed in the classroom, in the materials offered to learners, in the curricula definition, as well as in the mobilization of both the family and the community regarding the education of their members. Nevertheless, even though schools allow for the use of digital resources, it is not unusual that teachers and the institution itself face difficulties in using them to enhance teaching processes. Similarly, students face difficulties in directing all the skills they have in technology to the learning activities. This study aims to investigate how the multimedia resources made available through the didactic materials adopted by Colégio Notre Dame, source of investigation of this research, are being used by teachers and what their perceptions about the pedagogic potentialities are in this use. In order to meet this purpose, this study was developed by the principles of qualitative research, via case study, since the interest is to investigate a pragmatic problem that is part of the daily routine of an educational institution. Two instruments for data collection have been adopted: one questionnaire that indicates teachers who are users of technological resources and tools in the classroom, and one semi-structured interview with these subjects, departing from their testimonials to extract specific data that could answer the questions under investigation. The theoretical references adopted are based on the studies by Richard Mayer, who proposes a particular theory about learning through multimedia resources as well as by other specialists who dedicate themselves to answer questions related to the topic |
