The computer in the teaching-learning: Practice and performance of teachers

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The computer in the teaching-learning: Practice and performance of teachers

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Friday, 12 February 2010 07:45

Maconi Neuza Maria - Teacher, Expert in Educational Informatics for Finom-MG, a researcher in the Training of Teachers in the use of computers as a tool in the teaching-learning process, assisted by the Planet Education, Educational Informatics Coordination of the Municipal Teaching Sheets Paulista

Roseli Vicente Pulga - Teacher, Early Childhood Education Specialist-FEA Avare and Coordinator of Special Education, the Municipal Teaching Sheets Paulista, a researcher in the Training of Teachers in the use of computer in teaching-learning process, assisted by the Education Planet.

ABSTRACT: This article leads us to reflect on important factors that influence educators in the use of computers in school and therefore their direct impact on student learning. Information technology plays an important role in the educational setting should not, however, represent an end in itself, but rather being used as an auxiliary tool in the teaching-learning process.

ABSTRACT: This article leads us to reflect on important factors that influence educators in the use of computers in school and consequently their direct impacts on the learning of students. Information technology represents an important role in the scenario of education and should not, however, represent an end in itself, but being used as an auxiliary tool in the teaching-learning process.

In recent decades, the alliance made between science and technology made major changes that made it possible to accelerate the development of both one, and another. From 1989 to now, the advancement of technology has had a rate surprisingly faster, occupying a growing presence in our daily lives, and can not conceive of today many of our routines and habits without the current technology. Thus, the technology could not go unnoticed for a very important sector of our reality: Education.

The challenge of pedagogical mediation is the formation of critical and reflective researchers to discuss and analyze the performance of teachers in the use of technological resources for teaching, before rushing in the analysis of several factors already known and experienced in laboratory training for educators [such as fear or fear of the machine], which we know are not unique to the difficulties present in its applicability as a tool to teach in the classroom.

Schooling needs to understand and incorporate more new languages, to open up its code, master the possibilities of expression and the possible manipulation. It is important to educate for democratic practices, more progressive and participatory technologies that facilitate the development of individuals. (Moran, 2000, p.36)

We then analyze your training. Information technology applied to education is still a mystery to some teachers and, according to Valente (2003, sp), the "heart of the matter" is in teacher education.

To Tajra (2001, p. 113) training should include "basic computer knowledge, pedagogical knowledge, integration of technology with curricula; ways of managing the classroom with new resources."

The introduction of technology in the educational field still suffers from restrictions and pedagogical knowledge. The change of society not only changes the teacher-student relationship, but also the historical and cultural environment of these students in training. New forms of thinking and therefore change in the construction of knowledge, and the mediation training a challenge in the training of researchers critical and thoughtful.

Many educators still do not know what to do with the resources the computer offers and, accordingly, the key problem is the issue of training, preparation of educators to know how to use this tool as part of the activities they carry out in school.

This training does not provide conditions necessary for the teacher to master the technology as a process that requires profound changes in thinking adult. The goal of training beyond the acquisition of teaching methods, is knowledgeable in the process of learning, as it happens and how to intervene effectively in relation to the computer, providing favorable conditions for the construction of knowledge. The emphasis of the course should be to create educational environments for learning in which students perform and experience a certain experience, rather than receiving the teacher's subject ready.

The recognition of a society increasingly technology should be accompanied by awareness of the need to include in the school curriculum the skills and competencies to deal with new technologies. In the context of a knowledge society, education requires a different approach in which the technological component can not be ignored.

We could deal with, then the power-political and technical work of teachers, as the axis to make these changes. (SAVIANI, 1983)

In the LDB is providing the training / qualification in its articles 61, 67 and 87, including service but not enough to be included in the law that right: it is necessary to prepare teachers to work in the world, in which various means leading to the reasoning and knowledge and that learning can happen in several ways, beyond the traditional lecture. In this sense, the school and teachers play a vital role in training students for the technological society, without being on the fringes of your process to reach everyone with equality and opportunities for their participation in the construction of knowledge relevant to their lives in the social environment. Full participation in the literate world also includes technological knowledge, whose mediation is guided in teaching.

The purpose of introducing new technologies into schools is to promote new actions and practices that can not be conducted in other ways. The learner, using appropriate methodologies, you can use these technologies in the integration of materials watertight. The school becomes a more interesting place to prepare students for their future. The learning focuses on individual differences and training the student to make it an independent User information capable of using various types of information sources and electronic media.

At schools it is the introduction of new communications technologies and driving the process of change to the teacher's [that is the main actor of these changes], and also to train the student to seek the correct information on sources of various kinds.

It is also necessary to educate the entire school community, especially students, the importance of technology for social and cultural development. The jump in quality using new technologies may be in the form of working the curriculum and also through the action of the teacher, and encourage the use of new technologies for learning, encouraging interdisciplinary research adapted to Brazilian reality.

The most advanced technologies can be used to create, test and evaluate educational products, whose aim is to advance a new paradigm in education, appropriate to the information society to resize human values, develop thinking skills and make work between teacher and students more participative and motivating. The integration of work with new technologies in the curriculum, such as tools, requires a systematic reflection about their goals, their techniques, the content chosen, the great skills and their prerequisites, finally, the very meaning of education.

However, today there are not enough schools are installed with their laboratories. Depth changes in procedures, which start with the training of all school staff and that this is a practical and continuous, as education is dynamic (people coming out ... we ...) and our commitment to be a vision human development in its broadest sense - the creation, processing, autonomy and emancipation.

Often, the classes offered to teachers are limited to workshops, presentation software, talks about the importance of using computers and if not, the technology training with excellent pedagogical reasons, but not obligatory and the opportunity to review and construction of its use in pedagogical practice. Training and education leading to changes should go beyond passing information operational techniques, but should be an integrated manner, ie the pedagogical and technical can be built together by necessity.

Although the most modern technologies, particularly the Internet, is not accessible in a democratic way, according to the marketing elite is known that they hold great power to motivate the students as it offers attractive surroundings and dynamic information and data, text and images, that can be reconstructed.

In this sense, integrating technology as a teaching-learning is a major challenge for education, especially in public schools to give equal footing to the learners. The educator must seek electronic tools to meet the needs and curiosity of students. It requires new skills and attitudes to the teaching-learning is significant, allowing to create, recreate and enrich the process. "The intelligent management of virtual presence requires teachers properly prepared. This is the decisive condition. It does little good computer and put dish in school if teachers do not know how to turn them into resources for student learning" (Demo, in Silva, 2003 , p. 84).

To Dowbor (2001), education functions as a bridge between school and this universe of information technology, while at the same time a challenge and an opportunity. Challenge because invades our daily life and requires that we update. Change and adapt quickly to changes is a matter of survival and opportunity in the sense that knowledge is the basis of education, influencing and determining our development.

And, thinking about the potential that computers have to awaken curiosity and enhancing creativity, especially in cases of use in helping to learning, and for being a powerful aid in the use of educational software, provide greater productivity in relation to time for the studies and the need for continuous training. Emphasizing also the importance of preparation of educators through the use of techniques related to the technology, which will mean an effective improvement in teaching and in this case, the effectiveness of the viability of projects using technology in educational institutions that becomes increasingly necessary.

In order to analyze the performance of teachers at a school in the municipal Sheets Paulista, São Paulo state, the use of computers as a pedagogical tool for teaching, is that we have proposed, through observation and research, diagnose what role Educator in using the computer as a resource and to evaluate situations during the lessons, how you use your computer and, at the opinions of educators regarding the use of the same contributing to the awakening of the importance for the development of various human skills centered on proposed new pedagogical practice to develop their work with computer use.

In remarks during the course of this article can be concluded that they provide educators with the opportunity to shift from their teaching, with the focus on computer use and vision of its use.

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