Modelos para a integração pedagógica de tecnologias de informação e comunicação: uma revisão da literatura.

Sosa, Olga González; Manzuoli, Cristina Hennig

doi:10.1590/S0104-40362018002701720

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Articles • Ensaio: aval. pol. públ. educ. 27 (102) • Jan-Mar 2019 • https://doi.org/10.1590/S0104-40362018002701720 copiar

Modelos para a integração pedagógica de tecnologias de informação e comunicação: uma revisão da literatura.

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

A educação foi, é e continuará a ser um campo cheio de questões: por que ensinar? O que ensinar? Como ensinar? O que, como e quando avaliar? Além disso, enquanto as mesmas questões persistem, as respostas a elas não. São dinâmicas e se transformam de acordo com as demandas da família, da empresa e das políticas governamentais. Para abordar estas considerações, este artigo tem como objetivo apresentar os resultados da pesquisa na literatura das últimas duas décadas sobre os elementos que caracterizam um modelo pedagógico e que foram levados em conta nas explorações sobre a integração educacional das tecnologias de informação e comunicação e identificar lacunas para pesquisas futuras. Os resultados mostram que apenas 11% da literatura consultada aborda as quatro questões listadas acima e conclui sobre a necessidade de aprofundar os fatores que afetam o sucesso das mudanças que são introduzidas na escola, que buscam gerar processos de transformação educacional, desde uma perspectiva holística

Ensino; Modelos educativos; Tendências pedagógicas; Currículo; Avaliação

Database	Keywords	Articles meeting the criteria	Filter		Articles meeting the filter criteria

					2017-2012	2011-2006	2005-2000	1999-1994	TOTAL
Scopus	ICT Integration model	853	Article/ Social	Number published:	142	102	21	3	268
Scopus	ICT Integration model	853	Article/ Social	Number selected: 20%	28	20	4	1	54
JSTOR	ICT Integration model AND learning AND teaching	324	Education: primary, middle, high ICT	Number published	45	88	48	4	185
JSTOR	ICT Integration model AND learning AND teaching	324	Education: primary, middle, high ICT	Number Selected: 20%	9	18	10	1	37
ProQuest	ICT Integration model AND learning AND teaching	2,220	Primary teaching methods innovations models	Number published	123	60	8	0	191
ProQuest	ICT Integration model AND learning AND teaching	2,220	Primary teaching methods innovations models	Number selected: 20%	25	12	2	0	38

	Total	3,397		∑ 20%	62	50	15	1	129

TPACK model

Theory of diffusion

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https://doi.org/10.5815/ijmecs.2017.01.0... .

Teacher is in charge of planning and designing learning activities

Student is at the centre of the educational process and is responsible for his or her own learning

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Nyagowa, 2014NYAGOWA, H. O. The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-schools in kenya. Information Development, v. 30, n. 3, p. 235-46, 2014. https://doi.org/10.1177/0266666913489698
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Global curricula based on standard guidelines

Flexible curricula: core educational experiences

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[1] Informações das autoras

Olga González Sosa: Professora do Centro de Tecnologías para la academia da Universidad de La Sabana. Contato: olgagonso@unisabana.edu.co

Cristina Hennig Manzuoli: Professora do Centro de Tecnologías para la academia da Universidad de La Sabana. Contato: cristinahm@unisabana.edu.co