O uso da tecnologia de informação e comunicação, no ensino, por professores universitários.

Abstract

Information and Communication Technology (ICT’s) have developed and diversified fast and has become part of all citizens’ everyday life. This fact can neither be ignored nor despised since some ICT’s have deeply affected the society and education, as well. Authors such as Moran ((2004, 2000, 1993), Porto (2003, 1998), Kenski (2003, 1996) and Toschi (2005) have reflected on the transformation the means have provided for professors and suggest that they should work to construct teachinglearning spaces with technologies which enable both professors and students to learn. Technology is part of students’ and professors’ culture, thus part of their lives. Based on these remarks, I aimed at identifying how professors are dealing with ICT’s in the educational environment. Therefore, I carried out a qualitative research – a case study – with professors at the Social Communication School at UCPEL – Universidade Católica de Pelotas. My tools for data collection were questionnaires, interviews, and class observation, in September and October 2006. All professors stated that they have used ICT’s in their classes and emphasized that these resources make students’ understanding easier and that they are fundamental to the work performed in class. Class observation showed that these professors use ICT’s in class, not only to complement and/or present a topic but also to help students’ learning. They learned how to use ICT’s in extension and post-graduation courses, by observing other professors and colleagues, and by using them in their own practice. The professors stated that they had “adapted” the knowledge they had previously acquired in the courses, to their practice. Besides, the research showed that professors perform communicational actions, i. e., they allow the development of an interactive environment which is open to dialogue, and stimulate students to make multiple connections and to construct their knowledge themselves. Therefore, this research concludes that ICT’s offer pedagogical possibilities which can be understood as resources, teaching tools, and/or communicational processes in teaching-learning.