Resumen

ALMEIDA, Patricia. Digital technologies in the classroom: the teacher and the reconfiguration of the education process. Invest. Práticas [online]. 2018, vol.8, n.1, pp.4-21. ISSN 2182-1372.  https://doi.org/10.25757/invep.v8i1.124.

In a society excited about new technologies, Education seems to be seen as an analogical area, where the integration of the digital element is difficult. Thus, an attempt was made to better understand the Portuguese situation, in which investigations are scarce, specifically to verify the role digital technologies represent in the classroom in Portugal and if their use follows a reconfiguration in the educational process. To this end, a descriptive and reflective case study has been carried out, using a survey to high school teachers (from 110 teachers of 13 disciplinary areas). The study concluded that digital technologies play an instrumental role and serve teaching and the teacher's work, rather than learning and the student, and that those do not bring a reconfiguration of the educational process, where, despite the new technologies, traditional methods prevail.

Palabras clave : Digital technologies; teaching and learning process; high school; classroom; teacher.

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