A integração de TDICs na prática de ensino de professores de línguas estrangeiras: análise do conhecimento tecnológico pedagógico

Abstract

Resumo
 Acreditando que a integração de tecnologias digitais de informação e comunicação (TDICs) na prática de ensino dos professores de línguas estrangeiras é necessária, utilizamos o modelo TPACK, que propõe a integração dos conhecimentos tecnológico e pedagógico no ensino, para verificar em que medida os professores conseguiram utilizar as TDICs de forma adequada ao modelo TPACK em seus planos de aulas. O curso: “O uso de novas e velhas tecnologias em sala de língua estrangeira (NoVeTeLe)” foi ofertado como extensão para professores, em um ambiente virtual (Moodle), sendo mediado por três docentes formadores. Como atividade final, foi proposta a elaboração de planos de aulas que incluíssem as TDICs na prática de ensino. Fizemos, portanto, uma análise qualitativa e indutiva desses planos de aulas de acordo com o modelo TPACK para sabermos como os professores utilizaram a integração dos conhecimentos. Os resultados mostraram que ainda existe uma deficiência em incluir as ferramentas tecnológicas em sala de aula.
 Palavras-chave: TPACK. TDIC. Ensino de línguas.
 
 Abstract
 Believing that the integration of digital information and communication technologies (DICTs) in the teachers practice of teaching a foreign language is necessary, it was used the TPACK model, which proposes the integration of technological and pedagogical knowledge in teaching to check to what extent the teachers were able to use the DICTs properly in their lesson plans. The course: "the use of new and old technologies in a foreign language class (NoVeTeLe)" was offered as an extension course to teachers in a virtual environment (Moodle), being mediated by three trainers teachers. As a final activity, it was proposed to develop lesson plans that included the DICTs in teaching practice. Therefore, we did a qualitative and inductive analysis of these lesson plans according to the model TPACK to know how the teachers used the integration of technological and pedagogical knowledge. The results showed that there is still a deficiency when including technological tools in the class.
 Keywords: TPACK; DICTs; Language teaching.

Digital stories for L2 and their development process

“…Using innovative practices in education, especially in working with teenagers and young adults, the digital native generation used to dealing with digital technology, is very important (PRENSKY, 2012). However, there is still room to include technological tools in L2 education, showing that L2 teachers still need assistance to incorporate them in their teaching practice (MONICO;ROZENFELD, 2016). Acknowledging this, this article aims at introducing DSs as a digital resource for the development of L2, and at presenting a reflection on the procedures to develop them.…”