Information and communication technologies in the learning process
on the example of elementary school No. 30
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The present work aims to evaluate the Use of Information and Communication Technologies (ICT) in the Teaching and Learning Process (PEA) in Primary Education (EB), the case of the Primary School Unit 30 (EPU30). As a theoretical referential, the Complex Adaptive Blended Learning System (CABLS) was used. This research is qualitative in nature with support from quantitative data. For data collection, the interview addressed to the Principal, questionnaire addressed to teachers, students and their respective guardians were used. Thus, the results indicate that all teachers, 61% of the students, a...
The present work aims to evaluate the Use of Information and Communication Technologies (ICT) in the Teaching and Learning Process (PEA) in Primary Education (EB), the case of the Primary School Unit 30 (EPU30). As a theoretical referential, the Complex Adaptive Blended Learning System (CABLS) was used. This research is qualitative in nature with support from quantitative data. For data collection, the interview addressed to the Principal, questionnaire addressed to teachers, students and their respective guardians were used. Thus, the results indicate that all teachers, 61% of the students, as well as 92% of the guardians have access to technology, and it is more used by students to send messages via Whatsapp, games, homework using Word, and only 13.8% do research on the Internet for academic purposes with the help of the guardians. About 80% of the students, as well as 85% of the parents consider important the use of technology for educational purposes, because it is a great ally in research work, by remote access to information that often there is difficulty to access physically in libraries.
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