Softwares educativos para alunos com deficiência intelectual: planejamento e utilização
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Data
2012-02-27
Autores
Pedro, Ketilin Mayra [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O computador está presente no cotidiano escolar e sua utilização, por meio de softwares educativos, deve ser mediado e planejado para que esse recurso contribua para a aprendizagem dos alunos, inclusive aqueles com deficiência intelectual (DI). Sendo assim, tivemos por objetivo analisar como estavam planejadas as atividades com uso da informática para alunos com DI, e propor atividades adicionais por meio de softwares educativos, de acordo com a necessidade. Participaram da pesquisa seis alunos categorizados como DI, matriculados em duas escolas públicas. Para coletar informações a respeito do planejamento de informática feito pelas professoras e o desempenho acadêmico dos alunos em sala de aula utilizamos um questionário, protocolos de observação e diário de campo. Além disso, utilizamos softwares educativos, classificados segundo Valente (1993) como de exercício e prática, para propor aos alunos com DI atividades planejadas e usamos estratégias para possibilitar o acesso á máquina e a compreensão da atividade e do conteúdo pedagógico. Os dados foram analisados de maneira quantitativa e qualitativa, sendo estes baseados nos conceitos de mediação e zona de desenvolvimento proximal da teoria histórico-cultural. Os resultados indicaram que as atividades com o uso da informática para alunos com DI não eram adequadamente planejadas, visto que a escolha dos softwares educativos ocorria muitas vezes de maneira aleatória, desconsiderando as especificidades e o desenvolvimento dos alunos. A utilização de softwares educativos durante as intervenções demonstrou que se os conteúdos trabalhados nas aulas de informática convergirem com as atividades propostas em sala de aula, os alunos com DI têm oportunidades de...
The computer is present in everyday school life and their use through educational software, must be mediated and planned for this feature contributes to student learning, including those with intellectual disabilities (ID). Therefore, the objective was to investigate how the computer activities were planned for students with ID, and propose additional activities through educational software, as needed. Six students categorized as DI, enrolled in two public schools participated in the study. To collect information about the computer planning done by teachers and academic performance of students in the classroom we use a questionnaire, observation protocols and field journal. In addition, we use educational software, classified according to Valente (1993) as exercise and practice to suggest to students with ID planned activities and and we also used strategies to enable access to the machine and understanding of activity and teaching content. The data were analyzed quantitatively and qualitatively, which are based on the concepts of mediation and the zone of proximal development of the cultural-historical theory. The results indicated that computer-related activities for students with ID were not properly planned, since the choice of educational software often occurred at random, disregarding the specificities and student development. The use of educational software during the intervention showed that the contents worked in the computer classes converge with the proposed activities in the classroom, students with ID have opportunities to experience different activities that enable them to success. Moreover, the choice of educational software and planning activities are important, but must be associated... (Complete abstract click electronic access below)
The computer is present in everyday school life and their use through educational software, must be mediated and planned for this feature contributes to student learning, including those with intellectual disabilities (ID). Therefore, the objective was to investigate how the computer activities were planned for students with ID, and propose additional activities through educational software, as needed. Six students categorized as DI, enrolled in two public schools participated in the study. To collect information about the computer planning done by teachers and academic performance of students in the classroom we use a questionnaire, observation protocols and field journal. In addition, we use educational software, classified according to Valente (1993) as exercise and practice to suggest to students with ID planned activities and and we also used strategies to enable access to the machine and understanding of activity and teaching content. The data were analyzed quantitatively and qualitatively, which are based on the concepts of mediation and the zone of proximal development of the cultural-historical theory. The results indicated that computer-related activities for students with ID were not properly planned, since the choice of educational software often occurred at random, disregarding the specificities and student development. The use of educational software during the intervention showed that the contents worked in the computer classes converge with the proposed activities in the classroom, students with ID have opportunities to experience different activities that enable them to success. Moreover, the choice of educational software and planning activities are important, but must be associated... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação especial, Deficiencia mental, Tecnologia educacional, Ensino auxiliado por computador, Inovações educacionais
Como citar
PEDRO, Ketilin Mayra. Softwares educativos para alunos com deficiência intelectual: planejamento e utilização. 2012. 98 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2012.