Plataforma Moodle em contexto educativo

: porque (não) funciona?

Abstract

The present report, developed in the scope of the Second Cycle Basic Education in Computer Science Teaching, results in a document of critical reflection about the experiences and abilities acquired during the Supervised Teaching Practice. Besides evidencing what means for us to be a teacher as an interpreter/performer of the national curriculum, as a facilitator of learning, as a member of the educational community and as an agent of innovation, we set out all the activities that have been drawn up by us, whether or not teaching sessions activities, having as primacy a role of mediator of information to transform them into knowledge through an important resource in the teaching learning process- Information and Communication Technologies. Inserted in these, are the platforms that support learning, where we give emphasis to the Moodle platform. This learning management tool, created with the objective of assisting the teachers and pupils in the accomplishment of synchronous and asynchronous activities, allows them to work in collaboration and the establishment of an interactive network for the transmission of information and updating knowledge. We find ourselves in a Society of Information and Knowledge, a world in constant mutation, and where the emphasis focuses on learning to learn (and think), we can´t ignore that, apart from knowing how to search, organize and manage information, we must also learn to develop research skills. In this sense, we contemplate a study with the objective to investigate the reason why the Moodle platform, b-learning form, is used as a repository of information rather than used as a space for collaboration and interaction in the teaching and learning context. So, meeting the definition of the problem that we want to study "Moodle platform in educational context- Why it does (not) work?"- we choose to follow a qualitative research methodology, explanatory-type, since the goal is to know the reasons that lead the teachers and a school grouping not to use the Moodle platform. Based on a case study, we define as a sample the teachers of a school grouping, which, for ethical questions, we call ABC Grouping and we used as data collecting techniques, the documental analysis and the survey interview. The results point to an insufficient knowledge in the use of the Moodle platform that, among other factors, justifies the lack of integration of Moodle in educational context by teachers, continuing them to use traditional teaching methods and strategies.

Date of Award	2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Francisco Restivo (Supervisor)