Rendimento acadêmico e tecnologia: evolução do debate nas últimas décadas

Autores

Palavras-chave:

Tecnologia da Educação, Tecnologia da Informação, Rendimento, Motivação

Resumo

A investigação educativa tem analisado possíveis ligações entre o uso da tecnologia e o rendimento escolar a partir da introdução dos computadores nas salas de aula. Esta pesquisa apresenta uma revisão da literatura, focando a forma em que o uso e a introdução da tecnologia nas salas de aula têm sido percebidos pela investigação educativa. Por meio de uma discussão iniciada nos anos 70 e que chega até os dias de hoje, examina-se a evolução das inquietações e abordagens de cada momento histórico, avaliando a produção científica e os resultados mais relevantes na literatura. Por fim, examina-se o impacto da tecnologia educativa na motivação e envolvimento dos alunos, a fim de discutir o potencial das ferramentas digitais para além do rendimento acadêmico.Tecnologia da Educação, Tecnologia da Informação, Rendimento, Motivação Rendimiento académico y tecnología: evolución del debate en las últimas décadasLa investigación educativa ha analizado posibles vínculos entre el uso de la tecnología y el rendimiento escolar desde la introducción de los ordenadores en las aulas. Este estudio presenta una revisión de la literatura, focalizando la manera en la que el uso y la introducción de la tecnología en las aulas han sido percibidos por la investigación educativa. A través de una discusión que se inicia en los años 70 y que llega hasta hoy, se examina la evolución de las inquietudes y enfoques de cada momento histórico, valorando la producción científica y los resultados más relevantes en la literatura. Finalmente, se examina el impacto de la tecnología educativa en la motivación e implicación del alumnado, para discutir el potencial de las herramientas digitales más allá del rendimiento académico.Tecnología de la Educación, Tecnología de da Información, Rendimiento, Motivación Academic achievement and technology: evolution of the debate in the last decadesSince the introduction of computers in schools, educational research has tried to analyze potential links between the use of technology and academic achievement. This study provides a review of the literature, focusing on how the use and implementation of technology have been perceived from the perspective of educational research. Through a discussion that spans from the 1970’s to the present, we examine the main concerns and approaches in each historical period, thus providing an analysis of the scientific output and the most relevant results in the literature. Finally, the impact of educational technology on aspects such as student motivation and engagement is examined to discuss the potential of digital resources beyond academic achievement.Educational Technology, Information Technology, Performance, Motivation Performance academique et technologie: l’evolution du debat au cours des dernieres decenniesDès le début de l’utilisation des ordinateurs dans les salles de cours, la recherche en éducation analyse les liens possibles entre l’usage de la technologie et la performance scolaire. Cette étude présente une révision de la littérature, en se concentrant sur la perception de la recherche en éducation de l’usage et de l’introduction de la technologie dans les salles de cours. Par moyen d’une discussion entamée dans les années 70 et qui subsiste jusqu’à présent on examine l’évolution des inquiétations et les approches de chaque moment historique, évaluant la production scientifique et les résultats plus importants dans la littérature. Finalement, on examine l’impact de la technologie éducative dans la motivation et engagement des élèves, dans le but de discuter le potentiel des outils numériques au-delà de la performance académique.Technologie de L’éducation, Technologie de L’information, Performance, Motivation  

Biografia do Autor

Diego Miguel-Revilla, Universidad de Valladolid, Valladolid, España

Dpto. de Didáctica de las CC. Experimentales, Sociales y de la MatemáticaFacultad de Educación y Trabajo SocialUniversidad de Valladolid

Referências

ALDERETE, María Verónica; DI MEGLIO, Gisela; FORMICHELLA, María Marta. Acceso a las TIC y rendimiento educativo: ¿una relación potenciada por su uso? Un análisis para España. Revista de Educación, Madrid, n. 377, p. 54-79, jul./sept. 2017.

BALANSKAT, Anja; BLAMIRE, Roger; KEFALA, Stella. The ICT impact report. Brussels: European Schoolnet, 2006.

BANGERT-DROWNS, Robert L.; KULIK, James A.; KULIK, Chen-Lin C. Effectiveness of computer-based education in secondary schools. Journal of Computer-Based Education, n. 12, p. 59-68, 1985.

BARROW, Lisa; MARKMAN, Lisa; ROUSE, Cecilia Elena. Technology’s edge: the educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, v. 1, n. 1, p. 52-74, Feb. 2009.

BIAGI, Federico; LOI, Massimo. Measuring ICT use and learning outcomes: evidence from recent econometric studies. European Journal of Education, v. 48, n. 1, p. 28-42, Feb. 2013.

CABRAS, Stefano; TENA, Juan D. Estimación del efecto causal del uso de ordenadores en los resultados de los estudiantes en la prueba PISA 2012. Madrid: Ministerio de Educación, Cultura y Deporte de España, 2013. (PISA 2012, Informe Español. Volumen II: Análisis secundario).

CENNAMO, Katherine; ROSS, John; ERTMER, Peggy. Technology integration for meaningful classroom use: a standards-based approach. Belmont: Wadsworth Publishing, 2013.

CHANDRA, Vinesh; LLOYD, Margaret. The methodological nettle: ICT and student achievement. British Journal of Educational Technology, v. 39, n. 6, p. 1087-1098, Oct. 2008.

CONDIE, Rae; MUNRO, Bob; SEAGRAVES, Liz; KENESSON, Summer. The impact of ICT in schools: a landscape review. Coventry: BECTA (British Educational Communications and Technology Agency), 2007.

CUBAN, Larry. Oversold and underused: computers in the classroom. Cambridge: Harvard University Press, 2001.

DUQUE, Rick; COLLINS, Martin; ABBATE, Janet; AZAMBUJA, Celso Candido; SNAPRUD, Mikael. History of ICT. In: SHRUM, W.; BENSON, K. R.; BIJKER, W. E.; BRUNNSTEIN, K. (ed.). Past, present and future of research in the Information

society. Boston: Springer, 2007. p. 33-45.

DWYER, David. Apple classrooms of tomorrow: what we’ve learned. Educational Leadership, v. 51, n. 7, p. 4-10, Apr. 1994.

FELDHUSEN, John; SZABO, Michael. The advent of the educational heart transplant, computer-assisted instruction: a brief review of the research. Contemporary Education, n. 40, p. 265-274, 1969.

FLORES, Javier Gil. Utilización del ordenador y rendimiento académico entre los estudiantes españoles de 15 años. Revista de Educación, Madrid, n. 357, p. 375-396, enero/abr. 2012.

FRIEDMAN, Adam M.; HICKS, David. Guest editorial: the state of the field: technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education, v. 6, n. 2, p. 246-258, June 2006.

GÓMEZ-FERNÁNDEZ, Nerea; MEDIAVILLA, Mauro. Do information and communication technologies (ICT) improve educational outcomes? Evidence for Spain in PISA 2015. Barcelona: Institut d’ Economia de Barcelona, 2018. (Working Papers, 20)

ISTE POLICY BRIEF. Technology and student achievement - The indelible link. Washington, D.C.: ISTE (International Society for Technology in Education), 2008.

JAMISON, Dean; SUPPES, Patrick; WELLS, Stuart. The effectiveness of alternative instructional media: a survey. Review of Educational Research, v. 44, n. 1, p. 1-67, 1974.

KULIK, Chen-Lin C.; KULIK, James A. Effectiveness of computer-based instruction: an updated analysis. Computers in Human Behavior, v. 7, n. 1 e 2, p. 75-94, 1991.

KULIK, James A. Effects of using instructional technology in elementary and secondary schools: what controlled evaluation studies say. Arlington: SRI International, 2003.

KULIK, James A.; KULIK, Chen-Lin C.; BANGERT-DROWNS, Robert L. Effectiveness of computer-based education in elementary schools. Computers in Human Behavior, v. 1, p. 59-74, 1985.

LIU, Min; HORTON, Lucas; OLMANSON, Justin; TOPRAC, Paul. A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, v. 59, n. 2, p. 249-265, Feb. 2011.

LIU, Xiufeng; MACMILLAN, Robert B.; TIMMONS, Vianne. Assessing the impact of computer integration on students. Journal of Research on Computing in Education, v. 31, n. 2, p. 189-203, 1998.

LIVINGSTONE, Sonia. Critical reflections on the benefits of ICT in education. Oxford Review of Education, v. 38, n. 1, p. 9-24, Feb. 2012.

MANN, Dale; SHAKESHAFT, Charol; BECKER, Jonathan D.; KOTTKAMP, Robert. West Virginia story: achievement gains from a statewide comprehensive instructional technology program. Charleston: West Virginia State Department of

Education, 1999.

MARCELO, Carlos. Las tecnologías para la innovación y la práctica docente. Revista Brasileira de Educação, Rio de Janeiro, v. 18, n. 52, p. 25-47, jan./mar. 2013.

MEDIAVILLA, Mauro; GALLEGO, Liliana. Condicionantes del rendimiento académico en la escolaridad primaria en Brasil: un análisis multifactorial. Educação & Sociedade, Campinas, SP, v. 37, n. 134, p. 195–216, jan./mar. 2016.

MIGUEL-REVILLA, Diego; MARTÍNEZ-FERREIRA, José María; SÁNCHEZ-AGUSTÍ, María. Assessing the digital competence of educators in social studies: an analysis in initial teacher training using the TPACK-21 model. Australasian Journal of

Educational Technology, v. 36, n. 2, p. 1-12, Jan. 2020.

MISHRA, Punya; MEHTA, Rohit. What we educators get wrong about 21st-Century learning: results of a survey. Journal of Digital Learning in Teacher Education, v. 33, n. 1, p. 6-19, 2017.

NIEMIEC, Richard P.; WALBERG, Herbert J. The effects of computers on learning. International Journal of Educational Research, n. 17, p. 99-108, 1992.

NOTTEN, Natascha; KRAAYKAMP, Gerbert. Home media and science performance: a cross-national study. Educational Research and Evaluation, v. 15, n. 4, p. 367-384, Aug. 2009.

ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS – OCDE. Are students ready for a technology-rich world? What PISA studies tell US. Paris: OECD Publishing, 2005.

ORGANIZACIÓN PARA LA COOPERACIÓN Y EL DESARROLLO ECONÓMICOS – OCDE. Students, computers and learning: making the connection. Paris: OECD Publishing, 2015.

OLIVEIRA, João Batista Araujo e. The status of educational technology in Brazil. Programmed Learning and Educational Technology, v. 17, n. 4, p. 210-217, 1980.

PASSEY, Don; ROGERS, Colin; MACHELL, Joan; MCHUGH, Gilly. The motivational effect of ICT on pupils. City of Lancaster: University of Lancaster, 2004. (Research Report RR523).

REYNOLDS, David; TREHARNE, Dave; TRIPP, Helen. ICT - the hopes and the reality. British Journal of Educational Technology, v. 34, n. 2, p. 151-167, Apr. 2003.

ROMÁN, Marcela; MURILLO, F. Javier. Learning environments with technological resources: a look at their contribution to student performance in Latin American elementary schools. Educational Technology Research and Development, v. 60, n. 6,

p. 1107-1128, June 2012.

ROMÁN, Marcela; MURILLO, F. Javier. Disponibilidad y uso de TIC en escuelas latinoamericanas: incidencia en el rendimiento escolar. Educação e Pesquisa, São Paulo, v. 40, n. 4, p. 879–895, out./dez. 2014.

RYAN, Alice W. Meta-analysis of achievement effects of microcomputer applications in elementary schools. Educational Administration Quarterly, v. 27, n. 2, p. 161-184, May 1991.

SAETTLER, Paul. The evolution of american educational technology. 2. ed. Greenwich: Information Age Publishing, 2004.

SAID HUNG, Elias; SARTORI, Silveira; VALENCIA, Jorge; IRIARTE, Fernando; JUSTO, Patricia; ORDOÑEZ, Mónica. Factores asociados al uso de las TIC como herramientas de enseñanza y aprendizaje en Brasil y Colombia. Barranquilla: Universidad del Norte, 2015.

SCHINDLER, Laura A.; BURKHOLDER, Gary J.; MORAD, Osama A.; MARSH, Craig. Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education,

v. 14, n. 25, Oct. 2017.

SHANK, Sophie. J-PAL Evidence review 2019: will technology transform education for the better? Cambridge: Abdul Latif Jameel Poverty Action Lab, 2019.

SILVERSTONE, Roger; HIRSCH, Eric; MORLEY, David. Listening to a long conversation: an ethnographic approach to the study of information and communication technologies in the home. Cultural Studies, v. 5, n. 2, p. 204-227, 1991.

SIVIN-KACHALA, Jay; BIALA, Ellen R. Report on the effectiveness of technology in schools, 1990-1994. New York: Interactive Educational Systems Design, Inc., 1994.

SPIEZIA, Vincenzo. Educational achievements? Student-level evidence from PISA. OECD Journal: Economic Studies, v. 2010, n. 7, p. 1-22, Jan. 2010.

SUNKEL, Guillermo. Las tecnologías de la información y la comunicación (TIC) en la educación en América Latina: una exploración de indicadores. Santiago de Chile: CEPAL, 2006.

UNDERWOOD, Jean. Research into information and communications technologies: where now? Technology, Pedagogy and Education, v. 13, n. 2, p. 135-145, July 2004.

VAN DIJK, Jan. The digital divide. Cambridge: Polity, 2020.

WANG, Shiang-Kwei; REEVES, Thomas C. The effects of a web-based learning environment on student motivation in a high school earth science course. Educational Technology Research and Development, v. 54, n. 6, p. 597-621, Dec. 2006.

WAXMAN, Hersh C.; LIN, Meng-Fen; MICHKO, Georgette M. A meta-analysis of the effectivenesss of teaching and learning with technology on student outcomes. Naperville: Learning Point Associates, 2003.

WELLINGTON, Jerry. Educational research: contemporary issues and practical approaches. 2. ed. London: Bloomsbury, 2015.

YANG, Ya-Ting C.; WU, Wan-Chi I. Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: a year-long experimental study. Computers & Education, v. 59, n. 2, p. 339-352, Sept. 2012.

ZHAO, Yong; LEI, Jing. New technology. In: SYKES, Gary; SCHNEIDER, Barbara; PLANK, David N. (ed.). Handbook ofeducation policy research. London: Routledge, 2009. p. 671-693.

Publicado

16-11-2020

Edição

Seção

Artigos