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ERIC Number: EJ1103177
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2332-3205
Teachers Training for the Use of Digital Technologies
dos Santos, Danielle Aparecida do Nascimento; Schlünzen, Elisa Tomoe Moriya; Schlünzen, Klaus, Jr.
Universal Journal of Educational Research, v4 n6 p1288-1297 2016
The doctoral research described in this article was developed in the context of a Licensure course in Pedagogy offered by two Public Universities of the São Paulo State, from 2010 to 2013. The purpose was to analyze how the teacher training program was established, aiming to the teaching of inclusive education fundamentals in a perspective of using Digital Information and Communication Technologies in a Constructionist, Contextualized and Meaningful approach. Through a qualitative research approach of the intervention type, it was designed, implemented, monitored, developed and evaluated by the Articulating Axis of Inclusive and Special Education proposed in the Licensure hybrid course in Pedagogy of the Virtual University of São Paulo State and the São Paulo State University Júlio de Mesquita Filho. Theoretical, methodological and practical frameworks that supported the organization of this research were related to the problematization of teacher training regarding School Inclusion, Comprehension of Curriculum, and the use of technologies in Education. The Axis was structured in five (5) blocks of 24 (twenty four) hours per week, having as proposition, the studies and practical activities about experienced aspects of the common school and, the use of technologies. The organization and analysis of data collected through questionnaires, reflective memorial, discussion forums and portfolios indicates the relevance that the role of this axis played in the conceptions of teachers-students regarding Inclusion policies and its application in school contexts linked to the use of technologies in a Constructionist, Contextualized and Meaningful approach. The results indicate the importance of contextualized training, which assign meaning to theoretical frameworks and articulate daily teacher practices.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil
Grant or Contract Numbers: N/A