Dialogia do Conhecimento Pedagógico dos Recursos Tecnológicos e Demais Saberes Docentes
Resumo
Este artigo apresenta reflexões sobre o uso das tecnologias digitais de informação e comunicação, sob a perspectiva teórica fundamentada pelo Technological Pedagogical Content Knowledge (TPACK), no ensino superior, na modalidade blended learning. Os dados coletados e analisados confirmam a existência de um conhecimento pedagógico dos recursos tecnológicos que, articulados aos demais saberes docentes, podem conferir intencionalidade educativa ao processo de aprendizagem e maior sentido ao processo de avaliação do estudante. Sua relação dialógica agrega valores aos novos modos de aprender e de ensinar, apoiados por tecnologias.
Referências
Angeli, Charoula e Valanides, Nicos (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: advances in technological pedagogical content knowledge (TPCK). In Computers & Education, v. 52, n. 1, p.154–168. Publishing Digital.
Archambault, Leanna M. e Barnett, Joshua H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. In Computers & Education, v. 55, n. 4, p. 1656-1662. Publishing Digital.
Bull, Glen; Bell, Lynn; Hammond, Tom. (2008) "Advancing TPACK trough collaborations across educational associations". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 13, p. 273-287.
Cox, Suzy; Graham, Charles. R. (2009) Diagramming TPCK in Practice: Using and elaborated model of the TPCK framework to analyze and depict teacher knowledge. In TechTrends, v. 53, n. 5, p. 60-69. Publishing Digital.
Davis, Niki; Preston, Christina; Sahin, Ismail (2009) Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. In British Journal of Educational Technology. V. 40, n. 5, p. 861–878. Publishing Digital.
Figueiredo, Gislaine e Passos Isaura Nobre, Marize Lyra S. (2015). "Tecnologias Computacionais na Educação: Desafios na Prática Docente". IV Congresso Brasileiro de Informática na Educação (CBIE 2015) e XXI Workshop de Informática na Escola 2015. Disponível em: http://br-ie.org/pub/index.php/wie/article/view/5006/3416. Acesso em 28 mai. 2016.
Ferdig, Richard (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. In British Journal Educational Technology. v. 37, n. 5, p. 749-760. Publishing Digital.
Graham, Charles R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). In Computers & Education, v. 57, n. 3, p. 1953-1960. Publishing Digital.
Hammond, Thomas C.; Alexander, Curby; Bodzin, Alec M. (2012) "Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global.
Harriman, Cátia Luzia S. e Branch, Robert Maribe (2012) "Aligning Digital Storytelling to the TPACK Framework: A Learning Experience for Pre-Service Teachers in a Learning-by-Designing Project". Congresso Brasileiro de Informática na Educação (CBIE 2012) e XVIII Workshop de Informática na Escola 2012. Disponível em: http://www.br-ie.org/pub/index.php/wie/article/view/2085/1852. Acesso em 28 mai. 2016.
Harris, Judith B. (2008) "TPCK in-service education: assisting experienced teachers 'planned improvisations'". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 12, p. 251-272.
Kilbourn, Brent e Álvarez, Isabel (2008). Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies. In Computers & Education, v. 50, n. 4, p. 1354-1369. Publishing Digital.
Kinchin, Ian. Avoiding technology-enhanced non-learning (2012). In British Journal of Educational Technology. v. 43, n. 2, p. E43-E48. Publishing Digital.
Koehler, Matthew e Mishra, Punya (2008) "Introducing TPACK". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. cap 1, p. 3-30. Publishing Digital.
Koehler, Matthew; Mishra, Punya; Yahya, Kurnia (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. In Computers & Education, v. 49, n. 3, p. 740-762. Publishing Digital.
Koehler, Matthew; Shin, Tae; Mishra, Punya. (2012) "How do we measure TPACK? Let me count the ways". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 2, p. 16-31.
Liu, Gi-Zen (2008) Innovating research topics in learning technology: Where are the new blue oceans? In British Journal of Educational Technology, v. 39, n. 4, p. 738–747. Publishing Digital.
Mishra, Punya e Koehler, Matthew J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. In Teachers College Record, v. 108, n.6, p. 1017-1054. Publishing Digital.
Mizukami, Maria da Graça. N. (2004). Aprendizagem da docência: algumas contribuições de L.S. Shulman. In Revista do Centro de Educação da UFSM, vol. 29, n. 02. Publishing Digital.
Nakashima, Rosária H. R. (2014) "A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por ambiente virtual". 2014. 288f. Tese (Doutorado) – Faculdade de Educação, Universidade de São Paulo, São Paulo.
Nicolau, Ricardo; Araújo, Vanda e Silva, Edson (2015) "Ambientes virtuais de aprendizagem e o modelo TPACK: relato de experiência de oferta de cursos em diferentes plataformas de educação a distância" IV Congresso Brasileiro de Informática na Educação (CBIE 2015) e XXI Workshop de Informática na Escola 2015. Disponível em: http://www.br-ie.org/pub/index.php/wie/article/view/5046. Acesso em 28 mai. 2016.
Niess, Margaret L. (2008) "Guiding preservice teachers in developing TPCK". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 11, p. 223-250.
______. (2012) "Teacher knowledge for teaching with technology: a TPACK lens". In: RONAU, Robert N.; RAKES, Christopher R.; NIESS Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 1, p. 1-15.
Peeraer, Jef e Van Petegem, Peter (2012). Measuring integration of information and communication technology in education: An item response modeling approach. In. Computers & Education, v. 58, n. 4, p. 1247-1259. Publishing Digital.
Petko, Dominik. (2012). Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations. In Computers & Education, v. 58, n. 4, p. 1351-1359. Publishing Digital.
Piconez, Stela C. B. e Filatro, Andrea (2009). O desenvolvimento profissional da docência na formação de professores face a utilização das tecnologias. In ETD – Educação Temática Digital, Campinas, v. 10, n. 2, p.394-427. Publishing Digital.
Prestridge, Sarah. (2012). The beliefs behind the teacher that influences their ICT practices. In Computers & Education, v. 58, n. 1, p. 449-458. Publishing Digital.
Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. (2012) "Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches". Oregon State University, USA: IGI Global.
Ronau, Robert N.; Rakes, Christopher (2012a) "A comprehensive framework for teacher knowledge (CFTK): complexity of individual aspects and their interactions". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 4, p. 59-102.
Ronau, Robert N.; Rakes, Christopher (2012a) Making the grade: reporting educational technology and teacher knowledge research. In: RONAU, Robert N.; RAKES, Christopher R.; NIESS Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global, 2012b. Cap. 14, p. 323-332.
Schön, Donald. (1992) "Formar professores como profissionais reflexivos". In: Nóvoa, Antonio (Ed.) Os Professores e a sua formação. Lisboa: Dom Quixote, pp. 77-91.
Shulman, Lee S. (1986). Those who understand: Knowledge growth in teaching. In Educational Researcher, v. 15, n. 2, p. 4-14. Publishing Digital.
Shulman, Lee S. (1986). (1987). Knowledge and teaching: foundations of the New Reform. In Harvard Educational Review. v. 57, n.1, p.1-22. Publishing Digital.
Tardif, Maurice (2004) "Saberes docentes e formação profissional". 4. ed. Petrópolis, RJ: Vozes.
Tondeur, Jo et al. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. In Computers & Education, v. 59, n. 1, p. 134-144. Publishing Digital.
UNESCO (2008) "Padrões de competência em TIC para professores". Paris: UNESCO.
Wilson, Carolyn et al. (2011) "Media and information literacy curriculum for teachers". Paris: UNESCO.
Yurdakul, Isil Kabakci et al. (2012) The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. In Computers & Education, v. 58, n. 3, p. 964-977. Publishing Digital.
Archambault, Leanna M. e Barnett, Joshua H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. In Computers & Education, v. 55, n. 4, p. 1656-1662. Publishing Digital.
Bull, Glen; Bell, Lynn; Hammond, Tom. (2008) "Advancing TPACK trough collaborations across educational associations". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 13, p. 273-287.
Cox, Suzy; Graham, Charles. R. (2009) Diagramming TPCK in Practice: Using and elaborated model of the TPCK framework to analyze and depict teacher knowledge. In TechTrends, v. 53, n. 5, p. 60-69. Publishing Digital.
Davis, Niki; Preston, Christina; Sahin, Ismail (2009) Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. In British Journal of Educational Technology. V. 40, n. 5, p. 861–878. Publishing Digital.
Figueiredo, Gislaine e Passos Isaura Nobre, Marize Lyra S. (2015). "Tecnologias Computacionais na Educação: Desafios na Prática Docente". IV Congresso Brasileiro de Informática na Educação (CBIE 2015) e XXI Workshop de Informática na Escola 2015. Disponível em: http://br-ie.org/pub/index.php/wie/article/view/5006/3416. Acesso em 28 mai. 2016.
Ferdig, Richard (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. In British Journal Educational Technology. v. 37, n. 5, p. 749-760. Publishing Digital.
Graham, Charles R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). In Computers & Education, v. 57, n. 3, p. 1953-1960. Publishing Digital.
Hammond, Thomas C.; Alexander, Curby; Bodzin, Alec M. (2012) "Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global.
Harriman, Cátia Luzia S. e Branch, Robert Maribe (2012) "Aligning Digital Storytelling to the TPACK Framework: A Learning Experience for Pre-Service Teachers in a Learning-by-Designing Project". Congresso Brasileiro de Informática na Educação (CBIE 2012) e XVIII Workshop de Informática na Escola 2012. Disponível em: http://www.br-ie.org/pub/index.php/wie/article/view/2085/1852. Acesso em 28 mai. 2016.
Harris, Judith B. (2008) "TPCK in-service education: assisting experienced teachers 'planned improvisations'". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 12, p. 251-272.
Kilbourn, Brent e Álvarez, Isabel (2008). Root-metaphors for understanding: A framework for teachers and teacher educators of information and communication technologies. In Computers & Education, v. 50, n. 4, p. 1354-1369. Publishing Digital.
Kinchin, Ian. Avoiding technology-enhanced non-learning (2012). In British Journal of Educational Technology. v. 43, n. 2, p. E43-E48. Publishing Digital.
Koehler, Matthew e Mishra, Punya (2008) "Introducing TPACK". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. cap 1, p. 3-30. Publishing Digital.
Koehler, Matthew; Mishra, Punya; Yahya, Kurnia (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. In Computers & Education, v. 49, n. 3, p. 740-762. Publishing Digital.
Koehler, Matthew; Shin, Tae; Mishra, Punya. (2012) "How do we measure TPACK? Let me count the ways". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 2, p. 16-31.
Liu, Gi-Zen (2008) Innovating research topics in learning technology: Where are the new blue oceans? In British Journal of Educational Technology, v. 39, n. 4, p. 738–747. Publishing Digital.
Mishra, Punya e Koehler, Matthew J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. In Teachers College Record, v. 108, n.6, p. 1017-1054. Publishing Digital.
Mizukami, Maria da Graça. N. (2004). Aprendizagem da docência: algumas contribuições de L.S. Shulman. In Revista do Centro de Educação da UFSM, vol. 29, n. 02. Publishing Digital.
Nakashima, Rosária H. R. (2014) "A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por ambiente virtual". 2014. 288f. Tese (Doutorado) – Faculdade de Educação, Universidade de São Paulo, São Paulo.
Nicolau, Ricardo; Araújo, Vanda e Silva, Edson (2015) "Ambientes virtuais de aprendizagem e o modelo TPACK: relato de experiência de oferta de cursos em diferentes plataformas de educação a distância" IV Congresso Brasileiro de Informática na Educação (CBIE 2015) e XXI Workshop de Informática na Escola 2015. Disponível em: http://www.br-ie.org/pub/index.php/wie/article/view/5046. Acesso em 28 mai. 2016.
Niess, Margaret L. (2008) "Guiding preservice teachers in developing TPCK". In: AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical Content Knowledge for educators. New York: Routledge. Cap. 11, p. 223-250.
______. (2012) "Teacher knowledge for teaching with technology: a TPACK lens". In: RONAU, Robert N.; RAKES, Christopher R.; NIESS Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 1, p. 1-15.
Peeraer, Jef e Van Petegem, Peter (2012). Measuring integration of information and communication technology in education: An item response modeling approach. In. Computers & Education, v. 58, n. 4, p. 1247-1259. Publishing Digital.
Petko, Dominik. (2012). Teachers' pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the 'will, skill, tool' model and integrating teachers' constructivist orientations. In Computers & Education, v. 58, n. 4, p. 1351-1359. Publishing Digital.
Piconez, Stela C. B. e Filatro, Andrea (2009). O desenvolvimento profissional da docência na formação de professores face a utilização das tecnologias. In ETD – Educação Temática Digital, Campinas, v. 10, n. 2, p.394-427. Publishing Digital.
Prestridge, Sarah. (2012). The beliefs behind the teacher that influences their ICT practices. In Computers & Education, v. 58, n. 1, p. 449-458. Publishing Digital.
Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. (2012) "Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches". Oregon State University, USA: IGI Global.
Ronau, Robert N.; Rakes, Christopher (2012a) "A comprehensive framework for teacher knowledge (CFTK): complexity of individual aspects and their interactions". In: Ronau, Robert N.; Rakes, Christopher R.; Niess Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global. Cap. 4, p. 59-102.
Ronau, Robert N.; Rakes, Christopher (2012a) Making the grade: reporting educational technology and teacher knowledge research. In: RONAU, Robert N.; RAKES, Christopher R.; NIESS Margaret L. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. Oregon State University, USA: IGI Global, 2012b. Cap. 14, p. 323-332.
Schön, Donald. (1992) "Formar professores como profissionais reflexivos". In: Nóvoa, Antonio (Ed.) Os Professores e a sua formação. Lisboa: Dom Quixote, pp. 77-91.
Shulman, Lee S. (1986). Those who understand: Knowledge growth in teaching. In Educational Researcher, v. 15, n. 2, p. 4-14. Publishing Digital.
Shulman, Lee S. (1986). (1987). Knowledge and teaching: foundations of the New Reform. In Harvard Educational Review. v. 57, n.1, p.1-22. Publishing Digital.
Tardif, Maurice (2004) "Saberes docentes e formação profissional". 4. ed. Petrópolis, RJ: Vozes.
Tondeur, Jo et al. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. In Computers & Education, v. 59, n. 1, p. 134-144. Publishing Digital.
UNESCO (2008) "Padrões de competência em TIC para professores". Paris: UNESCO.
Wilson, Carolyn et al. (2011) "Media and information literacy curriculum for teachers". Paris: UNESCO.
Yurdakul, Isil Kabakci et al. (2012) The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. In Computers & Education, v. 58, n. 3, p. 964-977. Publishing Digital.
Publicado
24/10/2016
Como Citar
NAKASHIMA, Rosária H. Ruiz; PICONEZ, Stela.
Dialogia do Conhecimento Pedagógico dos Recursos Tecnológicos e Demais Saberes Docentes. In: WORKSHOP DE INFORMÁTICA NA ESCOLA (WIE), 22. , 2016, Uberlândia.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 639-648.
DOI: https://doi.org/10.5753/cbie.wie.2016.639.
