Contributions and challenges of the use of technologies and active methodologies in teaching practice: a pedagogical proposal using the TPACK model

• Robson Leone Federal Institute of Espírito Santo
• Ramon T. Prado Federal Institute of Espírito Santo
• Rodolfo R. Gomes Federal Institute of Espírito Santo
• Andromeda M. Campos Federal Institute of Espírito Santo https://orcid.org/0000-0002-2435-858X
• Jardel Brozeguini Federal Institute of Espírito Santo

DOI: https://doi.org/10.5753/wie.2022.225234

Abstract

This paper aims to describe the proposal, contributions and challenges founded, from the application of TPACK (Technological Pedagogical Content Knowledge Framework) in the integration of technologies and methodologies to the discipline "Electronics and Metrorail Signaling", in the 3rd class, of integrated technical education, of a federal public educational institution. The pedagogical intervention was carried out by the institution's Nucleus of Educational Technologies (NTE), in line with the actions proposed by the nucleus, for the year 2022. Among the contributions, we highlight the change in the teacher's perception of the potential for conducting the contents and the direct relationship of the choices with the context in which the discipline is inserted; and a particular challenge was pointed out: the teacher's initial difficulty in defining the best relationship among content, methodology and technology to be adopted. The expectation of this paper is that, with the presentation of the proposal and the reflections about the potential of the model, it will be possible to encourage other teaching professionals to consider the TPACK approach when planning their content, given the importance and contribution of the theme to the constant improvement of the teaching-learning process and the knowledge needed to integrate technologies into their teaching practice.

Keywords: TPACK model, learning methodologies, educational technologies, content planning, teaching-learning process

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