A utilização do «QR Code» em contexto educativo : uma investigação no 1.º CEB
Type
article
Creator
Identifier
GODINHO, Joana ; GIL, Henrique (2019) - A utilização do «QR Code» em contexto educativo : uma investigação no 1.º CEB. In Encontro Internacional de Formação na Docência, 4, Bragança, 3-4 de maio INCTE : atas. Bragança : Instituto Politécnico de Bragança. p. 482-492.
978-972-745-259-0
Title
A utilização do «QR Code» em contexto educativo : uma investigação no 1.º CEB
Subject
1.º CEB
Prática de ensino supervisionada
QR Code
1st CEB
Supervised teaching practice
QR Code
Prática de ensino supervisionada
QR Code
1st CEB
Supervised teaching practice
QR Code
Date
2019-09-12T13:15:42Z
2019-09-12T13:15:42Z
2019
2019-09-12T13:15:42Z
2019
Description
Apesar da sociedade ser cada vez digital, a Escola ainda não tem vindo a incluir práticas
que mobilizem os recursos digitais. Neste sentido, apresenta-se uma investigação no
âmbito da Prática de Ensino Supervisionada no 1.º CEB que envolveu uma turma do 4.º
ano, onde se promoveu a utilização da aplicação digital «QR Code», na qualidade de
software educativo. A investigação foi de caráter qualitativo no seio de um estudo de caso
e de uma investigação-ação que inclui a observação participante, notas de campo, registos
fotográficos, inquéritos por questionário (20 alunos) e 3 entrevistas semi-estruturadas a
professoras do 1.º CEB do agrupamento. As atividades incluíram pesquisas na Internet
(supervisionadas e orientadas pela investigadora) de textos e de imagens acerca do ’25 de
abril’ e do ‘1.º de maio’. Depois de selecionadas as informações e as imagens, os alunos
passaram à escrita dos textos para serem transformados no formato do «QR Code». Este
processo de escrita foi muito rico, em termos didático-pedagógicos, dado o grande
envolvimento e motivação que os alunos demonstraram evidenciando um grande sentido
de rigor nos textos que criavam através de atividades de escrita e de reescrita, onde
sobressaíram momentos de discussão e de negociação com vista ao apuramento do texto
final. Notou-se que os alunos dominaram os conteúdos pelo facto de se ter percebido que
tomavam decisões de forma a que o texto apenas incluísse a informação mais importante.
Tal facto teve a ver com a passagem do texto para um formato de «QR Code», tendo a
utilização desta aplicação digital ter-se mostrado decisiva para que se gerasse um
contexto mais participado e mais colaborativo que permitiu a geração de melhores
aprendizagens. As observações da investigadora e os resultados do questionário vieram
demonstrar que a utilização do «QR Code» foi muito valorizada pelos alunos que veio a
permitir momentos e espaços mais ricos para a aquisição de novos conhecimentos.
Apesar de não se ter feito a ‘colagem’ do «QR Code» junto da Praça 25 de Abril nem na
Avenida 1.º de Maio, foi discutido com os alunos esta potencialidade em poder tornar as
suas aprendizagens formais em contextos não formais. Na opinião das professoras
entrevistadas houve também o sentimento de que o «QR Code» possui um grande
potencial educativo que deve ser explorado nas diferentes áreas do 1.º CEB
Although society is increasingly digital, the School has not yet included practices that mobilize digital resources. In this sense, an investigation is presented in the scope of the Supervised Teaching Practice in the 1st CEB that involved a group of the 4th year, where the use of the digital application QR Code was promoted as educational software. The research was of a qualitative nature in a case study and an action research that included participant observation, field notes, photographic records, questionnaire surveys (20 students) and 3 semi-structured interviews with teachers of the 1. Of the grouping. Activities included Internet research (supervised and guided by the researcher) of texts and images about '25 April 'and' 1 May '. After selecting the information and images, the students began to write the texts to be transformed into the format of the QR Code. This writing process was very rich, in didactic-pedagogical terms, given the great involvement and motivation that the students demonstrated, evidencing a great sense of rigor in the texts they created through writing and rewriting activities, where moments of discussion and negotiations with a view to the final text. It was noted that the students dominated the content because they perceived that they made decisions so that the text only included the most important information. This had to do with the passage of the text to a format of QR Code, and the use of this digital application proved to be decisive for generating a more participatory and more collaborative context that allowed the generation of better learning. The researcher's observations and the results of the questionnaire showed that the use of the QR Code was highly valued by the students and allowed richer moments and spaces for the acquisition of new knowledge. Although there was no 'collage' of the 'QR Code' at Praça 25 de Abril or Avenida 1 de Maio, it was discussed with students this potentiality to be able to make their formal learning in non-formal contexts. In the opinion of the teachers interviewed there was also the feeling that the QR Code has a great educational potential that should be explored in the different areas of the 1st CEB
info:eu-repo/semantics/publishedVersion
Although society is increasingly digital, the School has not yet included practices that mobilize digital resources. In this sense, an investigation is presented in the scope of the Supervised Teaching Practice in the 1st CEB that involved a group of the 4th year, where the use of the digital application QR Code was promoted as educational software. The research was of a qualitative nature in a case study and an action research that included participant observation, field notes, photographic records, questionnaire surveys (20 students) and 3 semi-structured interviews with teachers of the 1. Of the grouping. Activities included Internet research (supervised and guided by the researcher) of texts and images about '25 April 'and' 1 May '. After selecting the information and images, the students began to write the texts to be transformed into the format of the QR Code. This writing process was very rich, in didactic-pedagogical terms, given the great involvement and motivation that the students demonstrated, evidencing a great sense of rigor in the texts they created through writing and rewriting activities, where moments of discussion and negotiations with a view to the final text. It was noted that the students dominated the content because they perceived that they made decisions so that the text only included the most important information. This had to do with the passage of the text to a format of QR Code, and the use of this digital application proved to be decisive for generating a more participatory and more collaborative context that allowed the generation of better learning. The researcher's observations and the results of the questionnaire showed that the use of the QR Code was highly valued by the students and allowed richer moments and spaces for the acquisition of new knowledge. Although there was no 'collage' of the 'QR Code' at Praça 25 de Abril or Avenida 1 de Maio, it was discussed with students this potentiality to be able to make their formal learning in non-formal contexts. In the opinion of the teachers interviewed there was also the feeling that the QR Code has a great educational potential that should be explored in the different areas of the 1st CEB
info:eu-repo/semantics/publishedVersion
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openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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