Pupils’ representations about the curricular integration of ICT in primary school education

Cruz, Elisabete

doi:10.1590/S1678-4634201707157951

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Articles • Educ. Pesqui. 44 • 2018 • https://doi.org/10.1590/S1678-4634201707157951 copy

Pupils’ representations about the curricular integration of ICT in primary school education

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article is a summation of a broader research project carried out for a PhD thesis, which investigated the potential and limits of the implementation of Information and Communication Technology (ICT) as a cross-subject educational area. The study was undertaken using a qualitative methodology, compatible with the phenomenological approach, which aimed to capture the meaning that a group of primary school pupils attributed to an integrated educational experience based on the involvement of teachers of different school subjects. Hence, the content of interviews with the pupils was analysed, which gave rise to their representations about the experience and their ideas on the topic, including a set of suggestions for making improvements. The conclusion arrived at is that despite the importance attributed to ICT as a cross-subject educational area, the curricular model based on a framework of subjects is a difficult paradigm to break, even by the pupils, who do not reject the possibility of retaining a specific time and space to learn about the technology.

ICT; Integrated education; Transversal skills; Pupils; Representations

	1^st cycle (4^th year)	2^nd cycle (6^th year)	3^rd cycle (9^th year)
Information	The pupil uses online and offline digital resources to search for, select and process information, in accordance with the objectives and the guidelines defined by the teacher.	The pupil uses online and offline digital resources, with the support of the teacher, to search for, select and process information in accordance with specific objectives and criteria of quality and pertinence.	The pupil uses online and offline digital resources to search for, select and process information in accordance with specific objectives, deriving from previously identified questions and problems and with criteria of quality and pertinence.
Communication	The pupil communicates and interacts with other people, and with the teacher’s support uses synchronous and asynchronous communication tools in compliance with the underlying rules of conduct.	The pupil communicates, interacts and collaborates with other people, using network tools and communication environments, selected with the help of the teacher, as an individual and collective learning strategy.	The pupil communicates, interacts and collaborates with other people, using network tools and communication environments, selected in accordance with the respective potential and constraints, as an individual and collective learning strategy.
Production	With the support and guidance of the teacher the pupil does school assignments using the digital tools provided to represent knowledge, ideas and feelings.	With the support and guidance of the teacher the pupil designs and does school assignments using different digital tools, to express and represent knowledge, ideas and feelings.	The pupil designs and does school assignments using different digital tools, and creates original documents that express and represent knowledge, ideas and feelings.
Security	The pupil adopts basic behaviours of security when using the digital tools supplied, respecting copyright.	The pupil adopts secure behaviours, respects copyright and intellectual property, and complies with rules of conduct in online digital environments.	The pupil adopts secure behaviours, respecting copyright and intellectual property, and complying with rules of conduct in online digital environments.

	Pupils		UR		Evidence (examples)

	FA	FR	FA	FR
More productive and efficient	17	89%	51	47%	“I think I develop more than if it was in one subject only”; “writing in the exercise book by hand gives much more work”; “we can search for things better in some subjects that we don’t understand very well”.
More interesting and motivational	11	58%	26	24%	“We are working with things that we find more interesting”; “it makes the lessons more interesting”; “the pupils put in more effort”; “the material becomes more interesting”; “we concentrate better”.
More enjoyable and fun	10	53%	26	24%	“Who doesn’t like working with technology?”; “I think it makes the work more enjoyable”; “it also serves to relax us a little”; “it’s more enjoyable // cool // fun”.
More independent	6	32%	6	6%	“I think it’s preferable that we do the reading and the interpreting instead of the teachers explaining things”; “we can learn without the lessons being through the teachers, but instead learn through the technology”.
Total = 67 UR
Key: UR – Registry Units; FA –Absolute Frequency; FR –Relative Frequency

	UR (Ind./subjects)							UR (Cat.)
AFFECTIVITY AND COGNITIVE AFFECTIVITY	CN	M	EV	LP	F	PEC	H	FA	FR
Recognition of academic achievement/progress (“I got a good mark”, “we developed//I learned more”);	7	10	2	4	11	1	11	104	68%
Learning challenge inherent to the activities (“it was more enjoyable//fun”, “I did almost everything that I didn’t do before”);	15	0	0	3	4	0	24
Effort and attention of the pupils (“[the pupils] paid more attention to their classmates who were talking”);	0	6	0	0	0	0	1
Interest in the content/subject (“I always liked the subject”, “I liked the topic”).	0	0	0	2	0	0	3

DIDACTIC-PEDAGOGICAL ISSUES	CN	M	EV	LP	F	PEC	H	FA	FR

Efficacy of the workgroup with specialisation of tasks (“if we were all doing the same thing it would take more time”);	9	0	0	0	0	0	0	25	16%
Simultaneous presence of teachers from different areas (“we had several people helping us”);	5	0	0	0	0	0	0
Quality of the support provided by the teacher responsible (“the teacher also helped a bit”);	1	3	0	0	0	0	1
Suitability of the support resources (“the teacher gave some books to us”);	0	0	0	0	0	0	4
Making good use of the curricular time (“we had more time”).	0	0	0	0	2	0	0

TECHNOLOGICAL ISSUES	CN	M	EV	LP	F	PEC	H	FA	FR

Novelty of the tools used by the pupils (“we had never used them before”, “we had never spoken through ‘chat’ services”);	0	9	0	0	8	0	0	25	16%
Quantity of tools mobilised (“we used more tools”).	8	0	0	0	0	0	0	25	16%

								Total = 154 UR

Key: UR – Registry Units; FA – Absolute Frequency; FR – Relative Frequency; CN – Natural Sciences; M – Mathematics; EV – Visual Education; LP – Portuguese Language; F – French; PEC – Think, Explore and Construct; H – History.

	UR (Sub.)		UR (Cat.)
PEDAGOGICAL PRACTICES AND PROCESSES	FA	FR	FA	FR

Use the technology in all the subjects on a coordinated way	14	8%	100	60%
Make better use of the technology to support the teaching processes	13	8%
Allow the pupils to use the computers in a more active way	12	7%
Provide individualised support to all the pupils (autonomy vs. support)	8	5%
Stimulate the creation of tutorial dynamics among the pupils	7	4%
Support the development of work organisation strategies	6	4%
Respect the doubts and questions raised by the pupils	6	4%
Ensure the participation of all the pupils in using the computer	6	4%
Try to understand the limitations of the pupils in using the computer	6	4%
Work with fewer pupils per class	5	3%
Create dynamics to allow the material to be learned through playing	5	3%
Seek the pupils’ help in dealing with the technology	4	2%
Improve the knowledge of teachers and their ICT skills	4	2%
Diversify the tasks in line with the pupils’ needs	2	1%
Improve knowledge in the different subject areas taught	2	1%

TECHNOLOGICAL EQUIPMENT AND INFRASTRUCTURES	FA	FR	FA	FR

Supply computers in sufficient number for the pupils	16	10%	41	24%
Provide access to the internet in the classroom	10	6%
Replace the exercise books/textbooks with computers	8	5%
Equip the classroom with suitable technological resources (interactive board, projector etc.)	7	4%

LEARNING PRACTICES AND PROCESSES	FA	FR	FA	FR

Change behaviour/attitudes in the classroom	23	14%	27	16%
Put more effort into the assignments	2	1%
Improve the self-esteem of the pupils in relation to the learning	2	1%

			Total = 168 UR

Key: UR-Registry Units; FA-Absolute Frequency; FR-Relative Frequency

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[1] Elisabete Cruz is a doctor of education, specialised in curricular theory and development. She works in educational management, is a researcher, teacher trainer and invited auxiliary teacher of the Instituto de Educação da Universidade de Lisboa – IEUL.