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“Eu sabia que não era real!” – A Importância das Competências Digitais dos Alunos na Disciplina de História: Navegação e Processamento de Informação
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Resumo(s)
Há cinquenta anos era impensável imaginar um recreio escolar sem brincadeiras e jogos
tradicionais. Contudo, a realidade atual passa, muitas vezes, pela observação de pequenos (e
grandes) dispositivos nas mãos das nossas crianças e jovens, utilizando-os para se entreterem,
comunicarem e procurarem informação. O digital tomou conta do nosso quotidiano e,
consequentemente, das nossas salas de aula. Embora esta transformação já estivesse em curso,
a pandemia COVID-19 veio fomentar a nossa perceção e utilização das tecnologias digitais nas
escolas.
Este relatório de estágio pretende focar-se nas competências digitais – ferramentas e
conhecimentos que permitem executar tarefas online, incorporando uma dimensão funcional
(utilização dos dispositivos) e uma crítica (avaliação, análise, interpretação e consciência do
impacto dessa mesma utilização) – dos alunos e como estas poderão impactar o ensino da
disciplina de História. De igual modo, procurou-se refletir sobre práticas pedagógicas
relacionadas com o digital e qual o seu impacto no trabalho do professor. No que concerne às
competências digitais, optou-se pelo foco no domínio da navegação e processamento de
informação, por se considerar que se relaciona melhor com a disciplina de História. Para atingir
esse fim foi realizado um questionário com o propósito de aferir o que os alunos declaram saber
sobre as suas competências digitais e posteriormente aplicadas tarefas performativas onde os
alunos deveriam demonstrar o que efetivamente sabem fazer.
Os resultados, tal como a literatura, demonstram que os alunos sabem fazer menos do que
aquilo que declaram saber. Exemplo disso, é conseguirem detetar sítios web menos confiáveis,
mas continuarem a utilizá-los nos trabalhos de pesquisa. Outro, é afirmarem saber escolher as
palavras-chave corretas, mas depois poucos conseguirem fazê-lo corretamente, sobretudo
temporal e espacialmente. Assim, considera-se que o caminho para capacitar os nossos alunos
a nível digital é ainda longo e que é necessário apostar no fomento das competências digitais.
Fifty years ago, it was unthinkable to imagine a school playground without traditional games. However, today's reality often involves seeing small (and large) devices in the hands of our children and youth, using them to entertain themselves, communicate and search for information. Digital has taken over our daily lives and, consequently, our classrooms. Although this transformation was already underway, the COVID-19 pandemic has boosted our perception and use of digital technologies in schools. This internship report aims to focus on students' digital skills - tools and knowledge that allow them to perform tasks online, incorporating a functional dimension (use of the devices) and a critical one (evaluation, analysis, interpretation and awareness of the impact of that same use) - and how these might impact the teaching of History. Likewise, we sought to reflect on pedagogical practices related to digital and how they impact teaching. As far as digital competences are concerned, we chose to focus on the domain of navigation and information processing, as it is considered to be better related to the subject of History. In order to achieve this, a questionnaire was carried out to gauge what the students said they knew about their digital skills, and then performative tasks were applied in which the students had to demonstrate what they actually knew. The results, as the literature, show that students know how to do less than they claimed. An example of this is being able to detect less reliable websites but continuing to use them in their research work. Another example is that they claim to know how to choose the right keywords, but then few manage to do it correctly, especially in terms of time and space. We therefore believe that there is still a long way to go to empower our students digitally and that we need to focus on fostering digital competences.
Fifty years ago, it was unthinkable to imagine a school playground without traditional games. However, today's reality often involves seeing small (and large) devices in the hands of our children and youth, using them to entertain themselves, communicate and search for information. Digital has taken over our daily lives and, consequently, our classrooms. Although this transformation was already underway, the COVID-19 pandemic has boosted our perception and use of digital technologies in schools. This internship report aims to focus on students' digital skills - tools and knowledge that allow them to perform tasks online, incorporating a functional dimension (use of the devices) and a critical one (evaluation, analysis, interpretation and awareness of the impact of that same use) - and how these might impact the teaching of History. Likewise, we sought to reflect on pedagogical practices related to digital and how they impact teaching. As far as digital competences are concerned, we chose to focus on the domain of navigation and information processing, as it is considered to be better related to the subject of History. In order to achieve this, a questionnaire was carried out to gauge what the students said they knew about their digital skills, and then performative tasks were applied in which the students had to demonstrate what they actually knew. The results, as the literature, show that students know how to do less than they claimed. An example of this is being able to detect less reliable websites but continuing to use them in their research work. Another example is that they claim to know how to choose the right keywords, but then few manage to do it correctly, especially in terms of time and space. We therefore believe that there is still a long way to go to empower our students digitally and that we need to focus on fostering digital competences.
Descrição
Palavras-chave
Ensino de História Cidadania Digital Literacia Digital Desinformação Competências Digitais Navegação e Processamento de Informação History Teaching Digital Citizenship Digital Literacy Disinformation Digital Skills Information Navigation and Processing Skills