Abstract
The objective of this paper is to reflect on the use of Information and Communication Technologies (ICTs) in education in general and in blended approaches in particular. With that aim the study analyzes teachers’ and students’ beliefs on the use of ICTs in two contexts: a teacher education course for the use of ICTs in blended approaches and an English for Specific Purposes (ESP) course, both offered in the MOODLE platform. The analysis was based on qualitative data from an interview and questionnaires answered by four teachers who took the course and nine learners who attended ESP classes during an academic semester. Results suggest that the use of ICTs in blended approaches by teachers at tertiary level is still scarce. Teachers perceive the incorporation of such resources as an extra burden. Though the course has given them practical and theoretical knowledge about the use of ICTs in blended teaching approaches, it was unable to change their beliefs on the use technology for pedagogical purposes. As for learners’ beliefs, results indicate they see the use of ICTs as a way to gain more opportunities for learning, interaction and language improvement, thus validating the use of ICTs in education. Given the divergence of beliefs regarding the use of ICTs in education, on the one hand, and its importance, on the other, the study concludes that while pedagogical practices are not aligned with the social context and demands of society, teachers may continue to perceive a low level of motivation and engagement on the part of students.
Highlights
Information and Communication Technologies are present in most public schools and universities in Brazil
Given the pressing need to incorporate Information and Communication Technologies (ICTs) in pedagogical contexts, the present study offers a contribution by analyzing two sides of the coin in the use of ICTs in Education in Brazil: the teaching and the learning sides as revealed by tertiary teachers’ and English for Specific Purposes (ESP) students’ beliefs on the use of ICTs for pedagogical purposes
According to the numbers shown here it is possible to say that schools are equipped with ICT tools and equipment though, as this paper suggests, the problem regarding the link between ICTs and social capital is not in terms of the simple access to technologies but rather how this access has been appropriated by teachers and students to produce social capital [16]
Summary
Information and Communication Technologies (hereafter ICTs) are present in most public schools and universities in Brazil. Given the pressing need to incorporate ICTs in pedagogical contexts, the present study offers a contribution by analyzing two sides of the coin in the use of ICTs in Education in Brazil: the teaching and the learning sides as revealed by tertiary teachers’ and English for Specific Purposes (ESP) students’ beliefs on the use of ICTs for pedagogical purposes. According to the same authors [15], internet represents access to information and social inclusion in the globalized world though not all teachers reflect about their role in this new society and often resist changes in their pedagogical practices so as to incorporate internet and ICTs in their teaching practices, making learning experiences more relevant and shared. In what follows the two courses offered in the MOODLE platform are described
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