SANTOS, Maria de Fátima Nóbrega.
Abstract:
At the presente time the technology makes part of the persons nowadays.
Along the years, a great diversity of technological innovations that were
developed are being inserted in the schools. The insertions of the technological
resources brought numerous privileges, but also great challenges. This work is
a research concerning to the vision of the high school teachers about the
technological resources used as didactic strategy in the classroom, in the
municipality of Baraúna-PB (Brazil). In this sense, this work is done showing the
insertion of these resources in schools, and the paradigmatic changes that
happen in the educational process with the introduction of these resources in
the classrooms and also it addresses the importance of teachers training for the
use of these resources. The work also addresses the insertion of the
technological resources in the teacher practice, the process of teaching and
learning, the diversity of technological resources to be employed in the
classrooms and the adaptation of the resources to the classroom reality.
Collecting data for the research was conducted in two stages: first, an interview
with eight teachers through a semi-structured questionnaire identifying
inconsistencies or gaps of knowledge in face to the thematic; in the second
stage was held a critical discussion with five teachers about technological
resources, when it was appointed by these teachers good points and bad points
with the use of technological resources. Considering the given answers and
analysed in this study, it is remarkable that the inclusion of technological
resources in the didactic practice contributes to the teaching and learning
process, to the dynamic classes, to the interaction between teachers and
students, and to become more actractive to the students. Considering the
problems that impede the correct utilization of the technological resources,
teachers mainly cited the lack of teachers training and the abscence of an
adequate space. To conclude the reflective process, teachers were invited to
elaborate an expectative table that pointed as a future teaching practice,
utilising the resources avaiable at school. This descriptive research and also of
qualitative and quantitative character contributes in a reflexive manner to show
the importance of using tachonological resources in the classroom, thinking the
conception about the learning and difficulties that teachers face in the utilization
of these resources.
