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O uso do telemóvel no espaço escolar: um estudo no 2.º Ciclo do Ensino Básico
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Este relatório de estágio serve para conclusão e obtenção do grau de Mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, apresentando um resumo da experiência vivida ao longo dos quatro estágios integrados nas Unidades Curriculares de Prática de Ensino Supervisionada I e II.
Serão também apresentados os resultados obtidos no estudo de caso subjacente ao tema: A utilização do telemóvel no espaço escolar – um estudo no 2.º Ciclo do Ensino Básico. Sendo o telemóvel um instrumento que pode assumir diferentes propósitos, dependendo das necessidades do seu utilizador, foi analisado um projeto escolar e o seu impacto numa escola básica do interior de Portugal, que restringe, sem proibir, o uso do telemóvel no espaço escolar. Foi também observado, em duas turmas do 6.º ano, como a utilização do telemóvel pode ser uma ferramenta para a aprendizagem e a avaliação em sala de aula.
Sendo um projeto que restringe sem proibir totalmente a utilização do telemóvel no espaço escolar, este estudo parece sugerir uma alternativa à proibição total. Para tal, foi necessário definir objetivos para orientar este estudo, tal como compreender se a restrição pode ser uma alternativa válida à proibição total, as suas motivações, benefícios e limitações deste projeto na restrição do uso do telemóvel em contexto escolar, analisar o grau de adesão e o cumprimento das medidas de restrição por parte de alunos e professores, bem como as suas perceções e opiniões, avaliar o impacto da implementação do projeto nas dinâmicas de sala de aula, ambiente escolar e interação social, investigar os efeitos da utilização do telemóvel na sala de aula para o processo de ensino e aprendizagem, incluindo benefícios, desvantagens e mudanças observadas antes e depois das restrições e recolher, comparar e interpretar sugestões de melhoria apontadas por alunos e professores.
Este projeto aposta na consciencialização e reconhecimento, tanto do risco como do potencial pedagógico deste dispositivo, revelando a complexidade da imposição de restrições e promovendo a sua utilização consciente na escola, contando com a participação dos diferentes elementos que constituem a comunidade educativa, incluindo os alunos, no debate. A implementação deste projeto contribuiu para uma maior interação social durante os intervalos e a diminuição dos comportamentos de isolamento associados ao uso do telemóvel, com alunos a interagir com os seus pares, fenómeno que anteriormente estava diluído pela utilização excessiva do telemóvel. Na sala de aula, a utilização do telemóvel como recurso é incentivado e reconhece-se que pode contribuir para a aprendizagem, especialmente quando integrado em atividades estruturadas e supervisionadas.
Abstract: This internship report is presented to conclude and obtain the Master’s degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It provides a summary of the experiences gained throughout the four internships integrated into the curricular units of Supervised Teaching Practice I and II. The report also presents the results obtained from the case study developed under the theme: The use of mobile phones in the school environment – a study in the 2nd Cycle of Basic Education. Since mobile phone is a device that can serve different purposes depending on the user’s needs, a school project and its impact on a primary school in the interior of Portugal, was analyzed. The study sought to understand the impact of a project that restricts, but does not prohibit, the use of mobile phones in the school environment. Observations were also conducted in two classes of 6th grade students to explore how the use of mobile phones can serve as a tool for learning and assessment in the classroom. As a project that restricts without completely prohibiting the use of mobile phones in schools, this study seems to suggest an alternative to a total prohibition. To achieve this, specific objectives were defined to guide the research, such as understanding whether restriction can be a valid alternative to a total ban, its motivations, benefits and limitations of this project in restricting mobile phone use in school context, analyzing the level of adherence and compliance with these restrictions by students and teachers, as well as their perceptions and opinions, to assess the impact of the project’s implementation on classroom dynamics, the school environment, and social interaction. Also to investigate the effects of mobile phone use in the classroom on the teaching and learning process, including benefits, disadvantages, and changes observed before and after the restrictions, and to collect, compare, and interpret suggestions for improvement proposed by students and teachers. This project focuses on raising awareness and recognizing both the risks and the pedagogical potential of this device. It highlights the complexity of imposing restrictions while promoting its conscious use within the school, with the participation of all members of the educational community, including students in the debate. The implementation of this project contributed to greater social interaction during breaks and a decrease in isolation behaviors associated with mobile phone use, with students interacting with their peers, phenomenon previously diminished by excessive mobile phone use. In the classroom, the use of the mobile phone as a resource is encouraged, and it is recognized that it can contribute to learning, particularly when integrated into structured and supervised activities.
Abstract: This internship report is presented to conclude and obtain the Master’s degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It provides a summary of the experiences gained throughout the four internships integrated into the curricular units of Supervised Teaching Practice I and II. The report also presents the results obtained from the case study developed under the theme: The use of mobile phones in the school environment – a study in the 2nd Cycle of Basic Education. Since mobile phone is a device that can serve different purposes depending on the user’s needs, a school project and its impact on a primary school in the interior of Portugal, was analyzed. The study sought to understand the impact of a project that restricts, but does not prohibit, the use of mobile phones in the school environment. Observations were also conducted in two classes of 6th grade students to explore how the use of mobile phones can serve as a tool for learning and assessment in the classroom. As a project that restricts without completely prohibiting the use of mobile phones in schools, this study seems to suggest an alternative to a total prohibition. To achieve this, specific objectives were defined to guide the research, such as understanding whether restriction can be a valid alternative to a total ban, its motivations, benefits and limitations of this project in restricting mobile phone use in school context, analyzing the level of adherence and compliance with these restrictions by students and teachers, as well as their perceptions and opinions, to assess the impact of the project’s implementation on classroom dynamics, the school environment, and social interaction. Also to investigate the effects of mobile phone use in the classroom on the teaching and learning process, including benefits, disadvantages, and changes observed before and after the restrictions, and to collect, compare, and interpret suggestions for improvement proposed by students and teachers. This project focuses on raising awareness and recognizing both the risks and the pedagogical potential of this device. It highlights the complexity of imposing restrictions while promoting its conscious use within the school, with the participation of all members of the educational community, including students in the debate. The implementation of this project contributed to greater social interaction during breaks and a decrease in isolation behaviors associated with mobile phone use, with students interacting with their peers, phenomenon previously diminished by excessive mobile phone use. In the classroom, the use of the mobile phone as a resource is encouraged, and it is recognized that it can contribute to learning, particularly when integrated into structured and supervised activities.
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 Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico.
Palavras-chave
Telemóvel Escola Aluno Sala de aula 2.º Ciclo do Ensino Básico Mobile phone School Student Classroom 2nd Cycle of Basic Education