Prática docente supervisionada e investigação integrada sobre o papel das TIC na aprendizagem de alunos com Necessidades Educativas Especiais

Abstract

This report which is part of the Supervised Teaching Practice incorporates three main elements of the teacher training contemplated in the Masters Degree in Computer Science. The three main elements are “componente letiva” (direct teaching hours), “componente não letiva” (school-related activities) or school projects and research. The “componente letiva” took place in the António Sérgio High School in Vila Nova de Gaia. The subject ICT (Information and Communication Technology) was taught to the 10th grade of the Vocational Education - Electrical Installations technical course. This was fundamental in the experiencing of work-related situations in the classroom and although this was not new to us, it provided moments of reflection and improvement allowing a higher quality performance on our part in this scope. Throughout the school year some activities were organized as part of the “componente não letiva”. Among them was the seminar “Infoeduca 2013” organized by the trainee teachers group, the workshop “Using Interactive Whiteboards in the classroom”, the training course “Using Microsoft Excel in teaching” and the school field trip to the Alto Lindoso Dam. This was important because it allowed us to better understand the need to develop other professional skills (technical and interpersonal skills) as well as their pedagogical significance and the importance of interacting with all the different members of the educational community. Research is important because it allows us to use and to test research methodologies and make choices that will enable us to acquire skills in this area. So, as far as research is concerned we conducted a study entitled “The ICT’s role in the learning process of students with special educational needs”. The goal was to understand the importance and the pedagogical potential of the use of educational technology in the teaching and learning process of the students with special educational needs as a resource that facilitates skills enhancement and knowledge acquisition in the classroom.

Date of Award	2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Sílvia M. C. Fortes Cardoso (Supervisor)