Information and Communication Technologies (ICT) and teacher education: tendencies of research

• Published in: Investigações em Ensino de Ciências Vol. 23; no. 2; pp. 88 - 103
• Main Authors: Alessandra M. Cavichia Atanazio, Álvaro Emílio Leite
• Format: Journal Article
• Language: English
• Published: Universidade Federal do Rio Grande do Sul 01.08.2018
• Subjects: Ensino de Ciências; Formação de professores; TIC
• ISSN: 1518-8795
• DOI: 10.22600/1518-8795.ienci2018v23n2p88

This article corresponds to a Integrative literature review about Information and Communication Technologies (ICT) in the context of the science teachers training. In this study were investigated 14 national online access Science education journals classified in the strata of CAPES with Qualis A1 and A2 since 2007, year  of National Program of Educational Technology (ProInfo) launch with the commitment to accelerate the process of digital inclusion in basic education. The analysis of 34 articles were presented from the categories “ICT and undergraduate courses”, “ICT and continuing education”, “ICT in the teachers’ conceptions and representations” and “ICT and teaching – possibilities and challenges”. It was evidenced that, in general, the articles consulted reflect the need of the integration of the technologies to the pedagogical practice. But, for this integration to be effective, contributing to more participatory and integrated learning, it is necessary to think about strategies that allow school subjects to envision how technology can, in fact, contribute to the teaching-learning process.