Influence of formative and generational aspects in the use of digital technologies in pedagogical practice: what do teachers say?

Abstract

The article describes, through bibliographic and related research, generational and educational aspects of teachers regarding the use of Information and Communication Technologies (ICT). Thereunto, there is an effort to understand how these aspects reflect in the context of student learning, through contributions from authors such as Nóvoa, Vigotsky, Prensky and Lévy. The methodology has a qualitative approach, using interviews as a strategy for data collection. The interview was carried out with ten teachers in a school of the public education network in the city of Lages, in the mountains of Santa Catarina. The data were analyzed by the assumptions of Bardin's content analysis and organized with the support of the MAXQDA 2020 software. The aim was to understand how ICTs are promoted in the educational context, as well as to find some evidence of the technological and generational influence on the pedagogical practice of teachers. It could be observed that the training courses involving Digital Culture offered are scarce. Likewise, it was also possible to consider that teachers considered to be digital natives, as well as some students, have a well-founded facility to administer technological tools and the digital immigrants interviewed are willing to improve their technological knowledge, as long as they have the aegis to do so. In this context, significant changes are estimated, in order to give new meaning to the exchange of experiences and knowledge within the scope of social interactions.

Keywords: Information and Communication Technologies. Teacher training. Social Interactions.