Utilização das tecnologias XR pelos professores do ensino básico e secundário em Portugal
(Use of XR technologies by primary and secondary school teachers in Portugal)
Abstract
Neste artigo apresenta-se um estudo sobre a utilização das tecnologias XR pelos professores de ensino básico e secundário, a finalidade deste trabalho foi compreender se os professores conhecem e usam estas tecnologias nas suas práticas letivas, de que forma utilizam esta estratégia de ensino na sua prática docente e ainda, se têm interesse em utilizar estas tecnologias como ferramenta pedagógica. Usamos a metodologia positivista, de natureza quantitativa. Recolhemos os dados, através de inquérito em que participaram 105 professores do ensino básico e secundário. Os resultados obtidos indicam que os professores que mais usam estas tecnologias são os professores licenciados, quadros de escola agrupamento e maioritariamente pertencentes ao grupo de informática. O principal contributo do trabalho apresentado é averiguar se estas tecnologias têm boa aceitação como estratégia de ensino e quais as necessidades de formação do corpo docente no que concerne a estas tecnologia. Pretendemos, como trabalho futuro, realizar ações de formação e workshop dirigidos aos professores do ensino básico e secundário com o intuito de os formar cientificamente e pedagogicamente no uso destas tecnologias e incentivar à sua utilização em contexto educativo.
(This article presents a study on the use of Extended Reality(XR)technologies by primary and secondary school teachers, the purpose of this work was to understand whether teachers know and use these technologies in their teaching practices, how they use this teaching strategy in their teaching practice and, if they are interested in using these technologies as a pedagogical tool. We use the positivist methodology, of a quantitative nature. We collected the data through a survey in which 105 primary and secondary school teachers participated. The results obtained indicate that the teachers who use these technologies the most are licensed teachers, school staff or grouping and mostly belonging to the computer group. The main contribution of the work presented is to ascertain whether these technologies have good acceptance as a teaching strategy and what the training needs of the faculty about these technologies. We intend, as future work, to carry out training and workshop actions aimed at primary and secondary school teachers to train them scientifically and pedagogically in the use of these technologies and encourage their use in an educational context).
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References
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