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A utilização do padlet em contexto de educação pré-escolar: promover aprendizagens e colaboração entre família e jardim de infância.
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Na atual sociedade, que está em constante mudança, as TIC assumem um papel preponderante na vida dos cidadãos que se reflete nas suas atividades diárias. Deste modo, a sociedade deve estar preparada para agir em conformidade com esta realidade. Neste contexto, torna-se evidente que o sistema educativo, em Portugal, integre as TIC no quotidiano da comunidade educativa, promovendo uma escola do século XXI. É fundamental proporcionar aos alunos um contexto educativo digital que desperte o interesse pela aprendizagem e contribua para o desenvolvimento de competências digitais essenciais para uma cidadania ativa na sociedade contemporânea. O relatório de estágio pretendeu apurar se a utilização da aplicação digital Padlet, através da criação de um mural motivador, e a colaboração com as famílias se traduziam numa aprendizagem significativa para as crianças. Desta forma, foram elencados os seguintes objetivos: como incluir as tecnologias para fomentar a literacia digital em contexto educativo; promover a colaboração entre pais e jardim de infância através do Padlet; analisar o impacto das aprendizagens das crianças na sala de atividades, através da utilização da aplicação digital Padlet; refletir junto de educadoras de infância e pais relativamente ao uso das tecnologias e do Padlet na promoção de aprendizagens. Esta investigação-ação de natureza qualitativa realizou-se no âmbito da Prática Supervisionada em Contexto Pré-Escolar, no Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, num grupo de crianças, com idades compreendidas entre os 2 e 3 anos, num total de 20 crianças. Como principais fontes de recolha de dados, privilegiou-se a observação participante, as notas de campo no decorrer das intervenções pedagógicas, com o intuito de analisar os impactos do Padlet. Foram realizadas entrevistas semiestruturadas a quatro educadoras de infância para recolher a opinião de profissionais relativamente ao uso das tecnologias e do Padlet em contexto educativo. Seguindo a mesma linha de raciocínio, uma vez que se pretendeu perceber a posição dos pais sobre o uso de tecnologias no Jardim de Infância, foram realizados inquéritos por questionário para apurar a opinião dos pais sobre a sua visão do Padlet e das tecnologias integradas no contexto educativo. Ao longo de toda a investigação foram recolhidos diferentes dados e opiniões que permitiram, numa fase final chegar à triangulação dos dados recolhidos, confirmando-se que o Padlet, enquanto ferramenta digital, se revelou como um recurso promotor de aprendizagens, de motivação e de aproximação entre a escola e a família. Os resultados evidenciam ainda que a sua utilização, quando articulada com um adequado enquadramento pedagógico e acompanhada pelo envolvimento das famílias, contribui para a construção de um ambiente educativo mais participativo e significativo, preparando as crianças para os desafios de uma sociedade mais digital.
Abstract: In today’s constantly changing society, ICT plays a prominent role in citizens’ daily lives, influencing their everyday activities. Therefore, society must be prepared to act in accordance with this reality. In this context, it becomes evident that the educational system in Portugal should integrate ICT into the daily life of the educational community, promoting a 21st-century school. It is essential to provide students with a digital educational environment that sparks interest in learning and contributes to the development of digital skills that are essential for active citizenship in contemporary society. The internship report aimed to determine whether the use of the digital application Padlet, through the creation of a motivating digital wall, and collaboration with families, resulted in meaningful learning experiences for children. Thus, the following objectives were outlined: how to include technologies to foster digital literacy in an educational context; promote collaboration between parents and kindergarten through Padlet; analyse the impact of children’s learning in the classroom through the use of the Padlet digital application; reflect with early childhood educators and parents on the use of technologies and Padlet in the promotion of learning. This qualitative action-research was carried out within the scope of the Supervised Practice in a Preschool Context, as part of the Master’s in Preschool Education and Teaching of the 1st Cycle of Basic Education, with a group of 20 children aged between 2 and 3 years old. Participant observation and field notes collected during pedagogical interventions were privileged as the main sources of data collection to analyse the impact of Padlet. Semi structured interviews were conducted with four early childhood educators to gather professional opinions regarding the use of technologies and Padlet in an educational context. Following the same line of reasoning, since the aim was to understand parents’ views on the use of technologies in kindergarten, questionnaire surveys were carried out to gather their opinions regarding Padlet and the integration of technologies in the educational context. Throughout the research, different data and perspectives were collected, which allowed, in the final stage, to reach data triangulation. It was confirmed that Padlet, as a digital tool, proved to be a resource that promotes learning, motivation, and a closer connection between school and family. The results also show that its use, when aligned with appropriate pedagogical guidance and supported by family involvement, contributes to the creation of a more participatory and meaningful educational environment, preparing children for the challenges of an increasingly digital society.
Abstract: In today’s constantly changing society, ICT plays a prominent role in citizens’ daily lives, influencing their everyday activities. Therefore, society must be prepared to act in accordance with this reality. In this context, it becomes evident that the educational system in Portugal should integrate ICT into the daily life of the educational community, promoting a 21st-century school. It is essential to provide students with a digital educational environment that sparks interest in learning and contributes to the development of digital skills that are essential for active citizenship in contemporary society. The internship report aimed to determine whether the use of the digital application Padlet, through the creation of a motivating digital wall, and collaboration with families, resulted in meaningful learning experiences for children. Thus, the following objectives were outlined: how to include technologies to foster digital literacy in an educational context; promote collaboration between parents and kindergarten through Padlet; analyse the impact of children’s learning in the classroom through the use of the Padlet digital application; reflect with early childhood educators and parents on the use of technologies and Padlet in the promotion of learning. This qualitative action-research was carried out within the scope of the Supervised Practice in a Preschool Context, as part of the Master’s in Preschool Education and Teaching of the 1st Cycle of Basic Education, with a group of 20 children aged between 2 and 3 years old. Participant observation and field notes collected during pedagogical interventions were privileged as the main sources of data collection to analyse the impact of Padlet. Semi structured interviews were conducted with four early childhood educators to gather professional opinions regarding the use of technologies and Padlet in an educational context. Following the same line of reasoning, since the aim was to understand parents’ views on the use of technologies in kindergarten, questionnaire surveys were carried out to gather their opinions regarding Padlet and the integration of technologies in the educational context. Throughout the research, different data and perspectives were collected, which allowed, in the final stage, to reach data triangulation. It was confirmed that Padlet, as a digital tool, proved to be a resource that promotes learning, motivation, and a closer connection between school and family. The results also show that its use, when aligned with appropriate pedagogical guidance and supported by family involvement, contributes to the creation of a more participatory and meaningful educational environment, preparing children for the challenges of an increasingly digital society.
Descrição
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Palavras-chave
1º Ciclo do Ensino Básico Aprendizagens Educação pré-escolar Famílias Padlet Prática do ensino supervisionada 1st Cycle of Basic Education Families Learnings Padlet Supervised teaching practice