Utilização da plataforma Moodle em contexto pedagógico

: um estudo de caso no ambito da prática de ensino supervisionada

Abstract

Within the framework of a master's degree in Computer Education, we present this report of Supervised Teaching Practice which is built upon reflections on our learning and experiences through the teaching process in the search of an identity of Being a Teacher. In this sense, the relevant areas of Curriculum, Planning and Evaluation, took dimensions of greater importance, which have proved essential for the orientation of our teaching practice as computer science teachers. In the path taken, the integration and use of new technologies in the teaching-learning process as supporting resources and learning mediation were a constant. Through the appropriation of these concepts, we held a series of teaching and non-teaching activities that were innovative, which have certainly contributed to the formation and enrichment of our professional component of teaching. Since the beginning of our teaching practice we were aware of the need to face our educational intervention as a reflexive teacher and researcher, where we were faced with the importance of investigating. We reinforce the idea that we consider the Moodle platform a worthwhile tool as a strategy in support of the teaching and learning process and we made extensive use of it in our pedagogical practice, we believed that it would be interesting to investigate the extent to which the school teachers used the tools and features of this platform to the benefit of the student‟s learning process. The available data in this study was obtained through an online investigation with questionnaires to teachers at the school. Unfortunately, the results suggested a lack of training in the use of the Moodle platform that, among other things, justifies the lack of integration of Moodle in the classroom, as a valuable teaching resource. Despite the governmental effort of trying to keep up with the changes brought about by the information society, with the creation and improvement of infrastructure for access to new technologies and provide training opportunities in the area, there are still teachers who resist these changes and continue to practice traditional teaching methods and strategies, not revealing readiness to face the challenge of using new and different innovative technologies in the classroom.

Date of Award	23 Jul 2013
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Sónia Cruz (Supervisor)