<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000200224</article-id>
<article-id pub-id-type="doi">10.21814/rpe.34486</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma visão pedagógica das TIC sob o papel do professor-investigador]]></article-title>
<article-title xml:lang="en"><![CDATA[A pedagogical view of ICT from the role of the teacher as a researcher]]></article-title>
<article-title xml:lang="es"><![CDATA[Una visión pedagógica de las TIC bajo el rol del profesor-investigador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilhena]]></surname>
<given-names><![CDATA[Ricardo Jorge Costa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000200224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000200224&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000200224&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Tem-se verificado, ao longo dos anos, um aumento considerável de ferramentas educativas digitais sob a promessa da melhoria das aprendizagens dos alunos. No entanto, vários estudos apontam para uma utilização insuficiente dessas tecnologias nas escolas. Para compreender as complexidades da implementação pedagógica das Tecnologias de Informação e de Comunicação (TIC), sustentada pelos princípios do Movimento da Escola Moderna (MEM), adotámos a metodologia de professor-investigador, refletindo sobre a prática através da análise de um diário de bordo. Parece verificar-se que as TIC assumem um papel secundário, levantando questões sobre o valor educativo adicional neste contexto e relevando como as conceções pedagógicas do docente parecem desempenhar um papel prioritário no momento de implementar tecnologias digitais no processo de ensino e de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Over the years, there has been a significant increase in digital educational tools, with the promise of enhancing student learning outcomes. However, some studies indicate that these technologies are underutilized in schools. To understand the complexities of the pedagogical implementation of ICT, guided by the principles of &#8220;Movimento da Escola Moderna&#8221;, we adopted a teacher-researcher methodology, reflecting over practice through the analysis of a teacher&#8217;s diary. It appears that ICT plays a secondary role, raising questions about its additional educational value and highlighting how the pedagogical conceptions of the teacher seem to take priority when implementing digital technologies in the teaching and learning process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se ha observado a lo largo de los años un aumento considerable de herramientas educativas digitales bajo la promesa de mejorar los aprendizajes de los estudiantes. Sin embargo, varios estudios señalan un uso insuficiente de dichas tecnologías en las escuelas. Para comprender las complejidades de la implementación pedagógica de las TIC, sustentada por los principios del Movimiento de la Escuela Moderna, hemos adoptado la metodología de profesor-investigador, reflexionando sobre la práctica a través del análisis de un diario de a bordo. Parece ser que las TIC desempeñan un papel secundario, planteando preguntas sobre el valor educativo adicional en este contexto y poniendo de relieve cómo las concepciones pedagógicas del docente parecen jugar un papel prioritario en el momento de implementar tecnologías digitales en el proceso de enseñanza y aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TIC na Educação]]></kwd>
<kwd lng="pt"><![CDATA[Movimento da Escola Moderna]]></kwd>
<kwd lng="pt"><![CDATA[Professor-investigador]]></kwd>
<kwd lng="pt"><![CDATA[Diário de bordo]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo.]]></kwd>
<kwd lng="en"><![CDATA[ICT in Education]]></kwd>
<kwd lng="en"><![CDATA[Movimento da Escola Moderna]]></kwd>
<kwd lng="en"><![CDATA[Teacher as a researcher]]></kwd>
<kwd lng="en"><![CDATA[Research diary]]></kwd>
<kwd lng="en"><![CDATA[Constructivism.]]></kwd>
<kwd lng="es"><![CDATA[TIC en la Educacion]]></kwd>
<kwd lng="es"><![CDATA[Movimiento de la Escuela Moderna]]></kwd>
<kwd lng="es"><![CDATA[Professor-investigador]]></kwd>
<kwd lng="es"><![CDATA[Diário de bordo]]></kwd>
<kwd lng="es"><![CDATA[Construtivismo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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