Abstract
Our study analyzed the integration of digital technologies into Statistics teaching by exploring professors’ perceptions and practices in the Brazilian context. We investigated educators’ technological choices through descriptive statistical techniques and multivariate analysis, highlighting the relation among professors’ Education processes, pedagogical practices and the use of digital technologies. Our results, which showed the influence of professors’ Education processes on their technological choices, were discussed in the light of statistical literacy and the TPACK model. The study points out the crucial role of professors’ Education processes in critical and intentional integration of technology into teaching and provides valuable reflections on contemporary Statistics Education in Brazilian Higher Education.
Published Version
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