Uso de objetos de aprendizagem em duplas: possibilidades e desafios
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Data
2022-08-29
Autores
Uehara, Flavia Maria
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Universidade Estadual Paulista (Unesp)
Resumo
O uso das Tecnologias de Informação e Comunicação na educação não é um assunto novo no Brasil, no entanto, ainda existem diversas barreiras a serem superadas para que o uso desses recursos ocorra. Uma dessas barreiras é insuficiência de equipamentos de hardware e softwares educativos. Sendo assim, o objetivo desta pesquisa foi verificar se o uso de Objetos de Aprendizagem por duplas é uma estratégia viável e adequada para promover o uso das Tecnologias de Informação e Comunicação nas escolas. A abordagem metodológica empregada foi a da Pesquisa-ação e a coleta de dados ocorreu em um laboratório de informática de uma escola no interior do Estado de São Paulo. Foram observadas as aulas realizadas por seis classes: três de 1º ano do ensino fundamental e três de 2º ano do ensino fundamental. Foi possível verificar que os alunos em duplas se mantiveram engajadas cognitivamente e comportamentalmente ao longo das aulas e que não há diferença significativa entre o envolvimento dos alunos em duplas e dos que estavam sozinhos. Os resultados da pesquisa também apontam que o agrupamento por duplas segundo o desempenho acadêmico não apresentou benefícios imediatos, pois além de ser uma tarefa complexa impede que alunos de diferentes níveis de desempenho possam cooperar na construção dos conhecimentos. Ao final da pesquisa é possível afirmar que o uso de Objetos de Aprendizagem por duplas, em computadores, é uma alternativa viável para a prática docente com as Tecnologias de Informação e Comunicação e uma estratégia que possibilita a cooperação entre os alunos.
The use of Information and Communication Technologies in education is not a new subject in Brazil, however, there are still several barriers to be overcome for the use of these resources really happens. One of these barriers is insufficient hardware equipment and educational software. Therefore, the objective of this research was to verify if the use of Learning Objects by students working in pairs is a viable and adequate strategy to promote the use of Information and Communication Technologies in schools. The methodological approach used was Action Research and data collection took place in a computer laboratory of a school in the interior of the State of São Paulo. The research observed Six classes: three from the 1st year of elementary school and three from the 2nd year of elementary school. It was possible to verify that student pairs remained cognitively and behaviorally engaged throughout the classes and that there is no significant involvement difference between the students pairs and those who were alone. The research results also indicate that the grouping students by pairs according to academic performance did not present immediate benefits, since in addition to being a complex task, it prevents students of different levels of performance from cooperating in the construction of knowledge. At the end of the research, it is possible to affirm that the use of Learning Objects by students working in pairs is a viable alternative for the teaching practice with Information and Communication Technologies and a strategy that enables cooperation between students.
The use of Information and Communication Technologies in education is not a new subject in Brazil, however, there are still several barriers to be overcome for the use of these resources really happens. One of these barriers is insufficient hardware equipment and educational software. Therefore, the objective of this research was to verify if the use of Learning Objects by students working in pairs is a viable and adequate strategy to promote the use of Information and Communication Technologies in schools. The methodological approach used was Action Research and data collection took place in a computer laboratory of a school in the interior of the State of São Paulo. The research observed Six classes: three from the 1st year of elementary school and three from the 2nd year of elementary school. It was possible to verify that student pairs remained cognitively and behaviorally engaged throughout the classes and that there is no significant involvement difference between the students pairs and those who were alone. The research results also indicate that the grouping students by pairs according to academic performance did not present immediate benefits, since in addition to being a complex task, it prevents students of different levels of performance from cooperating in the construction of knowledge. At the end of the research, it is possible to affirm that the use of Learning Objects by students working in pairs is a viable alternative for the teaching practice with Information and Communication Technologies and a strategy that enables cooperation between students.
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Tecnologias de Informação e Comunicação, Objetos de Aprendizagem, Ensino Fundamental, Information and Communication Technologies, Learning Objects, Elementary School, Pairs, Engagement