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Advisor(s)
Abstract(s)
As mudanças tecnológicas tiveram um importante impacto no progresso do ensino aprendizagem que obrigou os professores a adequar-se. As Tecnologias da Informação e Comunicação (TIC), criaram novos espaços de construção do conhecimento, o saber mudou bastante com a introdução das TIC, tornando-se cada vez mais complexos os modos de aprender na sociedade da informação e do conhecimento por exigirem dos intervenientes no processo novas competências didácticas e
tecnológicas.
Assim realizou-se o presente estudo, cujo objectivo foi averiguar os níveis de
atitudes dos professores de escolas do Concelho da Covilhã e comparar a influência de variáveis sócio-demográficas. Participaram 101 professores (com idades entre os 27 anos e 57 anos) que preencheram um questionário sócio-demográfico e um questionário ANT/25 (Carochinho, 1999).
Os resultados indicam que não há diferenças significativas entre os professores
mais novos e os mais velhos, entre os em início e final de carreira, e os do sexo
feminino e masculino, onde se pode encontrar algumas diferenças mas mesmo assim não sendo muito significativas foi entre os professores que receberam formação
adequada pois são aqueles que apresentam atitudes mais positivas em relação às TIC.
No global os professores têm atitudes positivas em relação às Tecnologias de
Informação e Comunicação.
Technological changes have brought an important impact in the development of the teaching and learning processes leading teachers to get acquainted to them. Information and Communication Technologies (ICT) have opened new learning environments and knowledge has changed considerably due to ICT. In a knowledgebased and technology-driven society learning has become more complex as there is a need to adequate skills. The aim of this study was to investigate the different levels of attitudes teachers have towards ICT and compare their social demographic influence variability in Covilha’s Municipality. The study was done on 101 teachers between the ages 27 and 57. They were asked to fill a social demographic and an ANT/25 (Carochinho, 1999) questionnaire. The results show no significant differences between younger and older teachers, being at the beginning or at the end of their careers nor between female or male teachers. There is a slight difference with teachers that have had adequate training in ICT and therefore reveal a more positive attitude towards Information and Communication Technologies.
Technological changes have brought an important impact in the development of the teaching and learning processes leading teachers to get acquainted to them. Information and Communication Technologies (ICT) have opened new learning environments and knowledge has changed considerably due to ICT. In a knowledgebased and technology-driven society learning has become more complex as there is a need to adequate skills. The aim of this study was to investigate the different levels of attitudes teachers have towards ICT and compare their social demographic influence variability in Covilha’s Municipality. The study was done on 101 teachers between the ages 27 and 57. They were asked to fill a social demographic and an ANT/25 (Carochinho, 1999) questionnaire. The results show no significant differences between younger and older teachers, being at the beginning or at the end of their careers nor between female or male teachers. There is a slight difference with teachers that have had adequate training in ICT and therefore reveal a more positive attitude towards Information and Communication Technologies.
Description
Keywords
Ensino aprendizagem Mudança tecnológica Tecnologia educativa Professores