AnÃlise da atividade docente com software educativo no contexto do laboratÃrio de informÃtica




After decadeâs of technology been introduced to education there is a contrast between computer potentialities, pointed out by researchers, and software integration on teaching practice. This research investigates how teachers integrate computational software in teaching practice in the context of computer laboratory. The investigation took into consideration: the motive of teaching activities and the action, which were mediated by computational artifacts; the conditions to execute the actions; and the context where the activities were developed. In this sense, the Theory of Activity of A.N.Leontiev was used as theoretical framework. The methodology comprised observation of ten teachersâ classes on computer laboratory within a private school in Brazil, which have been systematically using educational software in classes. The teachers were also interviewed. The analysis of the evolution of computer uses at the school revealed that the process conduct teachers to take to them the role of elaborating the software used in classes. Teachers claimed to be able to implement some of their didactical choices on computer interface. On the other hand, regarding the interfaces created by the teachers, their usage caused too much demands of teachers interaction, and so, difficult qualitative pedagogic mediations. The research results points out to the need to consider the ergonomic aspects of teacher practice on the methodology of educational software development, such as: interface to planning, consider feedbacks to enable evaluation process used by teaches. It also showed how difficult is to teachers explicit all didactical choices


theory of activity teaching practice educacao teoria da atividade human-computer interaction interaÃÃo homem-computador computational interface saberes docentes software educativo teachers knowledge interfaces computacionais educational software prÃtica docente

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