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Previous issue date: 2014-01-10 / This thesis was developed in the Research Line Training , Policy and Practice in Education , in stricto sensu Doctoral Course of Graduate Program in Education ( PPGEDU ) , Pontifical Catholic University of Rio Grande do Sul ( PUCRS ) . The research sought to investigate whether students - digital natives , undergraduate trainees will be better able to prepare a lesson for the context of cyberculture , given their understanding of the use of Ditais Information Technology , ie , the fact that they possess ambience with this context of cyberculture would be an enhancer element that would make the subject of changing pedagogical practices by association of habits arising from their leisure to their professional practice . The study consisted of a descriptive qualitative analysis , with bibliographical and field research , through a structured questionnaire administered to graduating students of the five undergraduate programs of URI - Regional Integrated University of High Uruguay and Missions - Frederick Campus whose age is within what today classify as digital generation . From the questions posed , the categorization of the research was performed considering all aspects : characterization of the subjects , training for use of technologies , identify whether the subjects had training graduation for use of Digital Technologies in organizing their classes as the subjects who already act as teachers realize this. In its theoretical basis the study was based relationship education and technologies , the challenges of teaching in the face of new artifacts that digital technologies for individuals and in particular students who , increasingly , are interactive and connected. The interpretation of the results of this research indicate that owning domain and ambience with digital technologies does not cause teachers to associate this knowledge in teaching situations . Becomes necessary teacher training for the use of technological resources to support the teaching and learning . The basic training of the teacher must consider the use of technology in educational disciplines , because the knowing use does not mean that know plan and organize their classes supported in such resources . The study showed that the assumption that one who mastered the use of digital technology tools in their daily life does not guarantee that he / she make the appropriate association in your practice as a teacher. / Esta tese foi desenvolvida na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, no Curso Stricto Sensu de Doutorado, do Programa de P?s-Gradua??o em Educa??o (PPGEDU) da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PUCRS). A pesquisa buscou investigar se os alunos nativos digitais, formandos de licenciatura estar?o mais aptos a preparar uma aula para o contexto de cibercultura, considerando a compreens?o que possuem do uso de Tecnologias Ditais de Informa??o, ou seja, o fato deles possu?rem ambi?ncia com este contexto de cibercultura seria um elemento facilitador que os tornariam sujeitos de mudan?a de praticas pedag?gicas por associa??o de h?bitos oriundos do seu lazer para sua pratica profissional. O estudo constituiu-se numa an?lise qualitativa descritiva, contando com levantamento bibliogr?fico e pesquisa de campo, atrav?s de question?rio estruturado, aplicado aos acad?micos concluintes dos cinco cursos de licenciatura da URI Universidade Regional Integrada do Alto Uruguai e das Miss?es Campus de Frederico Westphalen, cuja faixa et?ria se encontra dentro do que hoje classificamos como gera??o digital. A partir das quest?es postas, foi realizada a categoriza??o da pesquisa considerando os aspectos: caracteriza??o dos sujeitos, forma??o para o uso de tecnologias, identifica??o se os sujeitos obtiveram forma??o na gradua??o para uso das Tecnologias Digitais na organiza??o de suas aulas, como os sujeitos que j? atuam na doc?ncia percebem esta quest?o. Em sua base te?rica o estudo pautou a rela??o educa??o e tecnologias, os desafios da doc?ncia diante dos novos artefatos que as tecnologias digitais proporcionam para os indiv?duos e em especial, os alunos que, cada vez mais, s?o interativos e conectados. A interpreta??o dos resultados desta pesquisa, apontam que possuir dom?nio e ambi?ncia com as tecnologias digitais n?o faz com que os professores associem estes conhecimentos para em situa??es did?ticas. Torna-se necess?ria a forma??o docente para uso dos recursos tecnol?gicos como apoio ao ensinar e ao aprender. A forma??o de base do professor precisa contemplar o uso das tecnologias nas disciplinas formadoras, porque o fato de saber usar n?o significa que saber? planejar e organizar suas aulas apoiado em tais recursos. O estudo mostrou que a premissa de que aquele que domina o uso do ferramental tecnol?gico digital no seu cotidiano n?o garante que ele/ela fa?a a devida associa??o na sua pr?tica como docente.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3798 |
| Date | 10 January 2014 |
| Creators | Cerutti, Elisabete |
| Contributors | Giraffa, Lucia Maria Martins |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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