scholarly journals O Reflexo da Tecnologia Digital no Âmbito Escolar

2020 ◽  
Vol 21 (3) ◽  
pp. 265-269
Author(s):  
Claudia Lucia Landgraf Valerio ◽  
Kátia Auxiliadora De Arruda Pinto
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
School Teacher ◽  
School Context ◽  
Digital Culture ◽  
Full Time ◽  
Education Professionals ◽  
Legal Provisions ◽  
Use Of Technology ◽  
Teaching Learning

Resumo Este artigo aborda o letramento digital, sua importância no contexto escolar e a formação de professores como meio para expandir a proximidade com a cultura digital. A pesquisa partiu da investigação em uma escola plena com intuito de verificar o comportamento dos professores em relação ao uso da tecnologia, e por isso, se reporta a entrevista realizada com o professor e gestor da Escola Plena, que irá abordar a problemática, ainda existente no contexto escolar em relação ao uso da tecnologia digital e que levou a algumas indagações caracterizando-se a pesquisa em uma abordagem qualitativa. Além da entrevista, de artigos, de livros, e de dispositivos legais, alguns questionamentos fizeram presença: de que maneira o letramento digital tem refletido na escola? Quais os desafios que são postos aos profissionais da educação em confronto com as dificuldades em adquirir recursos digitais e aplicá-los em seu contexto educacional? A partir da análise crítica da fala do diretor se entende que é necessário maior investimento na infraestrutura da escola com computadores e internet, e que os professores tenham formação para realizarem as atividades usando ferramentas digitais em suas práticas. O letramento digital está presente na escola, porém de maneira insuficiente. Diante das circunstâncias, em que a educação vem priorizando uso da tecnologia para conceber o ensino e aprendizagem dos alunos, é de suma importância que os professores, inseridos na cultura digital, obtenham habilidades e competências para uso das tecnologias digitais, possibilitando maior interação com seus alunos. Palavras-chave: Letramento Digital. Escola. Formação de Professores. AbstractThis article addresses digital literacy, its importance in the school context and teacher training as a means to expand its proximity to digital culture. The research started from an investigation held at an full-time school about the teachers’ behavior regarding the use of technology, and for that reason, the interview with a teacher and manager of that school will be reported, which will address the remaining problem in the school context, in relation to the use of digital technology and that led us to some inquiries characterizing the research in a qualitative approach. In addition to the interview, articles, books and legal provisions, some questions were present: how has digital literacy reflected in the school? What challenges are faced by education professionals before difficulties acquiring digital resources and applying them in their educational context? From the critical analysis of the director's speech, it is understood that it is necessary higher investment in the school's infrastructure with computers and internet signal, and that teachers need training to carry out activities using digital tools in their practices. Digital literacy is present at school but still insufficiently. Given the circumstances, in which education has prioritized the use of technology to conceive the students’ teaching-learning, it is extremely important that teachers, inserted in the digital culture, may obtain skills and competences for the use of digital technologies, allowing greater interaction with their students. Keywords: Digital Literacy. School. Teacher Training.

scholarly journals PENYELENGGARAAN PAI PADA SLB DI JAWA TIMUR

2017 ◽  
Vol 7 (4) ◽  
Author(s):  
Evi Sopandi
Keyword(s):  
Teacher Training ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Teacher ◽  
Special School ◽  
Special Schools ◽  
National Education ◽  
Islamic Religion ◽  
Religion Teacher ◽  
Teaching Learning

AbstractThe purpose of this research is to acquire an objective and comprehensive information about the implementation of Islamic religion teaching and learning process for special school for special care children. Result of the research finds that special schools have done Islam religion teaching learning process so far besides, it has found that most of the teachers of Islamic religion at special school (SLB) are not teacher with the qualification of Islam religion background (PGA and Tarbiyah) teacher training. But with the background of special school teacher training background (SGPLB and LPTK PLB). The teaching learning process PAI at special school generally runs normativelly. The efforts to supervise and develop the competence and profession of Islam religion teacher at special school are still considered insufficient, got in its supervision and its control. Those who are supposed to be involved supervising the teacher od Islam religion at special schools are department of religion, department of National Education (provincial office) and controllers on the executors in the field, herve not played optimal role yet. 

Cloud- and Crowd-Networked Pedagogy

2016 ◽  
pp. 1-24
Author(s):  
Marohang Limbu
Keyword(s):  
Digital Literacy ◽  
Digital Technologies ◽  
Digital Culture ◽  
Cloud Environment ◽  
Cultural Narratives ◽  
Digital World ◽  
The World ◽  
Teaching Learning ◽  
Almost All

Our knowledge is constantly shifting from analog literacies to digital literacies, industrial literacies to information societies, paper literacies to screen literacies, and mono-modal literacies to multimodal literacies for which digital technology and/or digital culture has become a dynamic and evolving force. Concerning the literacy shifts whether we realize or not, we are invariably encountering digital technologies and are explicitly and/or implicitly embracing such knowledge shift in almost all across the world without any exception. This knowledge shift demonstrates that digital literacy has become an inescapable component of our daily life in the context of the 21st century's digital world. In this chapter, I will discuss affordances of cloud/digital pedagogies such as what teaching, learning, and writing are in digital context, how digital, cloud, or crowd pedagogy currently became an inescapable element, and why instructors from any global communities (should) welcome this pedagogical shift in academic spaces. Additionally, this chapter stresses on how instructors can engage students in the cloud environment, how students can share a complex set of linguistic and cultural narratives, and how students can collaborate and cooperate to create their realities in the context of the 21st century's networked classrooms.

scholarly journals TECNOLOGIAS DIGITAIS NA EDUCAÇÃO TOCANTINENSE: uma análise da contribuição para o professor

2019 ◽  
Vol 5 (6) ◽  
pp. 507-528
Author(s):  
Maria José de Pinho ◽  
Deusirene Magalhães de Araújo
Keyword(s):  
Teacher Training ◽  
School Context ◽  
Digital Technologies ◽  
Teacher Autonomy ◽  
Digital Culture ◽  
Learning Networks ◽  
Digital Inclusion ◽  
Palabras Clave ◽  
Master Of Education

O artigo tem por objetivo analisar contribuições das tecnologias digitais para o professor tocantinense. Destaca as tecnologias na educação do Tocantins e a formação do professor como espaço de reflexão e autonomia docente. O artigo é parte da dissertação de Mestrado em Educação da Universidade Federal do Tocantins, intitulada contribuições do curso Redes de Aprendizagem do ProInfo, para construção de conceitos e autonomia de professores. Os resultados apontam que a inserção de tecnologias na educação do Tocantins, aliada a formação continuada Redes de Aprendizagem, contribuíra para a reflexão a sobre o contexto escolar atravessado pela cultura digital, inclusão digital e autonomia de professores, no uso de alguns recursos tecnológicos.   PALAVRAS-CHAVE: Tecnologias digitais; Tocantins; Formação de professor, autonomia.     ABSTRACT The article aims to analyze the contributions of digital technologies to the teacher from Tocantins. It emphasizes the technologies in the education of the Tocantins and the formation of the teacher as space of reflection and autonomy teaching. The article is part of the dissertation of Master of Education of the Federal University of Tocantins, titled contributions of the ProInfo Learning Networks course, for the construction of concepts and autonomy of teachers. The results point out that the insertion of technologies in the education of Tocantins, together with the continued formation of Learning Networks, contributed to the reflection on the school context crossed by digital culture, digital inclusion and teacher autonomy, in the use of some technological resources.   KEYWORDS: Digital technologies; Tocantins; Teacher training, autonomy.     RESUMEN El artículo tiene por objetivo analizar contribuciones de las tecnologías digitales para el profesor tocantinense. Destaca las tecnologías en la educación de Tocantins y la formación del profesor como espacio de reflexión y autonomía docente. El artículo es parte de la disertación de Maestría en Educación de la Universidad Federal de Tocantins, titulada contribuciones del curso Redes de Aprendizaje del ProInfo, para la construcción de conceptos y autonomía de profesores. Los resultados apuntan que la insersión de tecnologías en la educación de Tocantins, aliada a la formación continuada Redes de Aprendizaje, contribuyeron a la reflexión sobre el contexto escolar atravesado por la cultura digital, inclusión digital y autonomía de profesores, en el uso de algunos recursos tecnológicos.   PALABRAS CLAVE: Tecnologías digitales; Tocantins; Formación de professor: autonomía.  

scholarly journals DO QUADRO NEGRO AO TABLET: Desafios da docência na era digital

2017 ◽  
Vol 3 (3) ◽  
pp. 532
Author(s):  
Bento Duarte da Silva ◽  
Elaine Jesus Alves ◽  
Isabel Cristina Auler Pereira
Keyword(s):  
Teacher Training ◽  
Mobile Devices ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Multiple Sources ◽  
Use Of Technology ◽  
Research In Education ◽  
Siglo Xix ◽  
The Individual ◽  
Alfabetización Digital

Este artigo contextualiza o cenário contemporâneo de ampla difusão e uso das tecnologias no cotidiano dos jovens e ao mesmo tempo faz uma analogia da introdução do quadro-negro e do tablet na escola. Apresenta dados coletados numa pesquisa realizada com professores da rede pública que reforçam a necessidade da formação docente para a literacia digital com foco na aprendizagem online. Parte do pressuposto de que a introdução do quadro negro nas escolas, no século XIX, impactou de forma relevante o modelo de educação, que antes era individual e baseada na oralidade do professor para a forma escrita e coletiva. A chegada do tablet que permitiu ao aluno o acesso a informações de múltiplas fontes, também mudou significativamente o contexto educativo. No entanto, os tablets e outros dispositivos móveis não obtiveram respaldo nas práticas docentes como ocorreu com a introdução do quadro- negro nas escolas. Assim, este artigo visa fazer algumas provocações sobre as (re) configurações que os dispositivos móveis causaram nas formas tradicionais de ensino e aprendizagem e as mudanças no papel docente. As reflexões sobre a temática iniciaram no âmbito da pesquisa de doutoramento em Educação na Universidade do Minho intitulada: Formação de professores, Literacia Mediática e Inclusão Sociodigital: Estudo de caso em curso a distância da Universidade Federal do Tocantins. O estudo constatou que professores cursistas de licenciatura online admitem possuir baixa literacia digital, sentem dificuldades em lidar com alunos portadores de celulares ou tablets nas aulas e afirmam não interagir com os alunos fora dos espaços escolares. PALAVRAS-CHAVE: Quadro-negro e tablets; concepção pedagógica; formação de professores. ABSTRACT This article contextualize the contemporary setting of wide dissemination and use of technology in everyday life of young people and at the same time makes an analogy of the introduction of the blackboard and tablet in school. It presents data found in a survey of public school teachers to reinforce the need for teacher training for digital literacy focusing on online learning. It assumes that the introduction of the blackboard at school in the nineteenth century, impact materially the model of education, which was previously based on the individual and the teacher orality to writing and collectively. The arrival of the tablet that allowed the student access to information from multiple sources, also significantly changed the educational context. However, tablets and other mobile devices did not obtain support in teaching practices as with the introduction of the blackboard at school. Thus, this article aims to make some teasing about the (re) settings that mobile devices have caused the traditional ways of teaching and learning and changes in the teaching role. The reflections on the theme initiated in the framework of doctoral research in Education at the University of Minho entitled: Teacher Training, Literacy and inclusion sociodigital Mediatic: Ongoing Case study the distance from the Federal University of Tocantins. The study found that teacher students teachers online degree admit having low digital literacy, have difficulty in dealing with students with cell phones or tablets in class and say they do not interact with students outside school spaces. KEYWORDS: Blackboard and tablets; instructional design; teacher training. RESUMEN En este artículo se analiza el entorno contemporáneo de amplia difusión y uso de la tecnología en la vida cotidiana de los jóvenes y al mismo tiempo hace una analogía de la introducción de la pizarra y la tableta en la escuela. Presenta los datos recogidos en una encuesta de maestros de escuelas públicas que refuerzan la necesidad de la formación del profesorado para la alfabetización digital con un enfoque en el aprendizaje en línea. Se supone que la introducción de la pizarra en la escuela en el siglo XIX, afectar sustancialmente al modelo de educación, que se basaba anteriormente en el individuo y la oralidad a la escritura maestro y colectivamente. La llegada de la tableta que permite al estudiante acceso a la información de múltiples fuentes, también cambió significativamente el contexto educativo. Sin embargo, las tabletas y otros dispositivos móviles no recibieron apoyo en las prácticas de enseñanza, con la introducción de la junta en las escuelas. Por lo tanto, este artículo tiene como objetivo hacer algunas bromas sobre la (re) configuraciones de los dispositivos móviles que han causado las formas tradicionales de enseñanza y aprendizaje y los cambios en la función docente. Las reflexiones sobre el tema iniciado en el marco de la investigación de doctorado en Educación en la Universidad de Minho: La formación del profesorado, la alfabetización mediática y la inclusión sociodigital: En curso Estudio de caso la distancia de la Universidad Federal de Tocantins. El estudio encontró que el maestro Los estudiantes maestros de grado en línea admitir que tiene la alfabetización digital de baja, tienen dificultades en el trato con los estudiantes con teléfonos móviles o tabletas en clase y dicen que no interactúan con los estudiantes fuera de los espacios escolares. PALABRAS CLAVE: Tabla negro y la tableta; diseño de la instrucción; formación de profesores.

scholarly journals Desafios e barreiras ao aplicar as TIC’s no processo de ensino e aprendizagem

2020 ◽  
Vol 6 (10) ◽  
pp. 313
Author(s):  
Renata Tognon Rinco OLIVEIRA ◽  
Andressa Giarola ALVES
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
New Technologies ◽  
School Context ◽  
Sono State ◽  
Field Research ◽  
Minas Gerais ◽  
Education Professionals ◽  
Use Of Technology ◽  
Nuevas Tecnologías

RESUMOO presente trabalho de pesquisa tem como tema o uso das novas Tecnologias de Informação e Comunicação no contexto do que chamamos de Ensino Regular. Algumas ideias e pensamentos foram discutidos quanto ao uso das ferramentas tecnológicas, quais as principais dificuldades encontradas pelos professores na utilização, qualidade e a quantidade dos recursos repassados para as escolas e também analisamos quais os desafios enfrentados pelos profissionais da educação em relação ao uso da tecnologia através de uma pesquisa de campo realizada com educadores de escolas municipais e estaduais da cidade de Cláudio estado de Minas Gerais. Proporcionando reflexões e discussões sobre a aceitação e o domínio dos profissionais da educação quanto ao uso das novas tecnologias educacionais. Para finalizar o trabalho foi possível entender que as novas tecnologias estão presentes no contexto escolar com intuito de auxiliar a aprendizagem. Novas Tecnologias. Resistência. Ensino e Aprendizagem. Challenges and barriers when applying ICT’s  in the teaching and learning process ABSTRACTThis research has as its theme the use of new Information and Communication Technologies in the context of what we call Regular Education. Some ideas and thoughts were discussed about the use of technological tools, what are the main difficulties teachers find in using, quality and the amount of resources passed on to schools and we also analyzed what are the challenges faced by education professionals regarding the use of technology. through a field research conducted with educators of municipal and state schools of the city of Cláudio state of Minas Gerais. Providing reflections and discussions about the acceptance and mastery of education professionals regarding the use of new educational technologies. To finish the work it was possible to understand that the new technologies are present in the school context in order to help the learning. New Technologies. Resistance. Teaching and Learning. Desafíos y barreras al aplicar las TIC en el proceso  de enseñanza y aprendizajeRESUMENEste trabajo de investigación tiene como tema el uso de nuevas tecnologías de información y comunicación en el contexto de lo que llamamos Enseñanza Regular. Se discutieron algunas ideas y pensamientos sobre el uso de herramientas tecnológicas, cuáles son las principales dificultades que enfrentan los docentes en el uso, la calidad y la cantidad de recursos transferidos a las escuelas y también analizamos cuáles son los desafíos que enfrentan los profesionales de la educación en relación con el uso de la tecnología a través de una investigación de campo realizada con educadores de escuelas municipales y estatales en la ciudad de Cláudio, provincia de Minas Gerais. Brindando reflexiones y debates sobre la aceptación y el dominio de los profesionales de la educación sobre el uso de las nuevas tecnologías educativas. Para concluir el trabajo, fue posible comprender que las nuevas tecnologías están presentes en el contexto escolar para facilitar el aprendizaje. Nuevas tecnologías. Resistencia. Enseñanza y aprendizaje.  Sfide e ostacoli nell'applicazione delle TIC nel processo di insegnamento e apprendimento SINTESEQuesto lavoro di ricerca ha come tema l'uso di nuove tecnologie di informazione e comunicazione nel contesto di ciò che chiamiamo insegnamento regolare. Sono state discusse alcune idee e riflessioni sull'uso degli strumenti tecnologici, quali sono le principali difficoltà che gli insegnanti affrontano nell'uso, nella qualità e nella quantità delle risorse trasferite nelle scuole e analizziamo anche quali sono le sfide che i professionisti devono affrontare nel educazione in relazione all'uso della tecnologia attraverso un'indagine sul campo condotta con educatori delle scuole comunali e statali della città di Cláudio, provincia di Minas Gerais. Fornire riflessioni e dibattiti sull'accettazione e la padronanza dei professionisti dell'educazione sull'uso delle nuove tecnologie educative. Per concludere il lavoro, è stato possibile capire che le nuove tecnologie sono presenti nel contesto scolastico per facilitare l'apprendimento. Nuove tecnologie. Resistenza. Insegnare e impare. 

scholarly journals Teacher Digital Literacy: The Indisputable Challenge after COVID-19

2021 ◽  
Vol 13 (4) ◽  
pp. 1858
Author(s):  
Cristina Sánchez-Cruzado ◽  
Raúl Santiago Campión ◽  
Mª Teresa Sánchez-Compaña
Keyword(s):  
Teacher Training ◽  
Digital Literacy ◽  
Descriptive Analysis ◽  
Multiple Linear Regression Model ◽  
Educational Strategies ◽  
Training Plan ◽  
Digital Skills ◽  
Education Levels ◽  
Teaching Learning ◽  
The Relationship

The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies.

scholarly journals Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

2019 ◽  
Vol 8 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Pilar Arnaiz Sánchez ◽  
Remedios De Haro-Rodríguez ◽  
Rosa María Maldonado Martínez
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School Context ◽  
Barriers To Learning ◽  
Education Professionals ◽  
Inclusive Curriculum ◽  
Inclusive School ◽  
Faculty Of Education ◽  
Didactic Strategies ◽  
The University

Inclusive education represents the way forward to achieving high quality education systems, which are fair and equitable. This paper analyzes the barriers to learning and the current participation of schools in the promotion of inclusion from the perspective of future teaching professionals, specifically, 86 students from three Masters Courses in the Faculty of Education of the University of Murcia. A questionnaire was utilized in order to ascertain their perceptions of the limitations and obstacles present within the school context, the attitudes, the availability of resources and the adequacy of the educational response offered by the educational centres in which they had carried out their teacher training placements, with the aim of improving the future training of other students. A non-experimental narrative method was used. The results show many barriers and obstacles in the educational centres such as a lack of teacher training, which is needed to respond to the needs of all the students, the consideration that the diversity of the students is a problem, physical barriers, underuse of existing resources, as well as an educational response lacking in organizational and didactic strategies which does not take responsibility for a just and inclusive curriculum for all students.

scholarly journals Postsecondary Instructors’ Perspectives on Teaching English as a Foreign Language by Means of a Multimodal Digital Literacy Approach

2020 ◽  
Vol 15 (18) ◽  
pp. 86
Author(s):  
Norah Almusharraf ◽  
Joseph Engemann
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Computer Software ◽  
Literacy Skills ◽  
Kingdom Of Saudi Arabia ◽  
Effective Utilization ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Assessment Strategies

It can be argued that multimodal digital literacy practices promote the development of literacy skills needed for today’s world without being constrained to one mode of learning. Anecdotal evidence suggests that the employment of multimodal practices during instruction within EFL classrooms in the Kingdom of Saudi Arabia (KSA) is minimal and fraught with obstacles to its effective utilization. It is, therefore, essential to determine whether this is the case and, if so, to develop strategies that would ameliorate this situation. This study, therefore, sought to identify KSA postsecondary EFL instructors’ self-reporting of their use of various types of technology, computer software, and online software; the different teaching/learning and assessment strategies that they employ; the obstacles they face with the use of technology in their classrooms; and their beliefs about the use of multimodal digital literacy practices for teaching and learning. The study, which was based on the premises of social semiotic theory, utilized a mixed-methods design from which survey and focus group interview data were triangulated. The findings demonstrated that while most postsecondary EFL instructors have a strong positive attitude towards multimodal digital literacy practices and make robust use of specific types of technology and software programs, obstacles prevent these practices from being more widely and frequently deployed in the KSA. Suggestions for how to make a transformation to a more pronounced use of multimodal practices happen, and the limitations to the study are also presented.

scholarly journals Tecnologia e políticas educacionais: desafios e contribuições das tecnologia da informação e comunicação em escolas estaduais da cidade de Itaperuna

2016 ◽  
Vol 9 (1) ◽  
pp. 140-159
Author(s):  
Valquiria Oscar Teixeira
Keyword(s):  
Teacher Training ◽  
Literature Review ◽  
Information And Communication Technologies ◽  
School Environment ◽  
School Teacher ◽  
Communication Technologies ◽  
Knowledge Community ◽  
Social Mediation ◽  
Use Of Technology ◽  
Information And Communication

RESUMO:O uso das tecnologias nas escolas tem seu marco no final do século XX e principalmente amplia-se no século XXI. Com o avanço da globalização, a tecnologia passou a ser presença indispensável no cotidiano, e nessa conjuntura vem agregando novas formas de mediações sociais, revolucionando a comunicabilidade, trazendo em evidencia diferentes formas de comunicação e interação entre as pessoas. Este trabalho discute a relevância das Tecnologias de Informação e Comunicação (TIC) no contexto educativo, considerando as políticas públicas responsáveis pela sua inserção nas escolas, como também a visão que os educadores possuem sobre elas e os obstáculos por eles enfrentados na utilização prática das TIC. A revisão bibliográfica sobre o tema deu suporte aos dados construídos a partir das entrevistas realizadas com três professoras de escolas estaduais da cidade de Itaperuna. As entrevistas foram baseadas na problemática de como os docentes têm visto a chegada das TIC no ambiente escolar e o que têm feito para incorporá-la em benefício da educação. Através das entrevistas e levantamento bibliográfico foi possível constatar que, com o auxilio das TIC, a escola consegue ensinar o que significa viver imerso numa comunidade de conhecimento compartilhado. Consegue, ainda, educar para o exercício da cidadania, qualificação para o trabalho e práticas sociais, como descreve a LDB. No entanto, apesar das contribuições nos aspectos sociais e de aprendizado possibilitadas aos educandos, foram observados, ainda, obstáculos substanciais que atravancam o alcance do êxito na utilização das TIC na escola. A deficitária formação docente e aspectos infraestruturais das instituições são alguns desses empecilhos.PALAVRAS-CHAVE: tecnologia; TIC; escola; formação docente; infraestrutura.  ABSTRACT: The use of technology in schools made its mark at the end of the XX century and mainly expands in the XXI century. With the advance of globalization, technology has become indispensable presence in daily life and at this juncture has been adding new forms of social mediation, revolutionizing the communicability, bringing in evidence different ways of communication and interaction among people. This work discusses about the importance of Information and Communication Technologies (ICT) in the educational context, considering the public policies, responsible for their integration in schools, as well as the vision that educators have about them and obstacles they face in the practical use of ICT. The literature review about the theme gave support to data constructed from interviews with three teachers of state schools in Itaperuna. The interviews were based on the issue of how teachers have seen the advent of Information and Communication Technology in the school environment and what they have done to incorporate it for the benefit of education. Through interviews and literature review it was found that with the help of the ICT, the school can teach what it means to live immersed in a shared knowledge community. The school can also educate for citizenship exercise, qualification for work and social practices, as described in the LDB. However, despite the contributions in social spects and learning enabled to the students, we also observed substantial obstacles that clutter the scope of success in the use of ICT in school. The deficit teacher training and infrastructural aspects of the institutions are some of the obstacles.KEYWORDS: technology; ICT; school; teacher training; infrastructure.

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