Using TPACK to assess integration of remote experiments in Basic Education

Abstract

Even though many researchers point to the lack of appropriate models for guidance on the integration of technology in education, this article seeks to point toward a model through actions that show the need for teachers being multifaceted regarding the new educational paradigm. To do so, it will be considered the contributions of TPACK framework on integration of technology in Basic Education in public schools. Even before pointing solutions ready for the use of technology in education, it is necessary to know and make the teachers know themselves, making them realize their convictions and technological knowledge, and bring them to assess the necessity of improvement, in order to achieve efficiency in the process of integrating digital media and computer knowledge in their didactic and pedagogical practice, such as in the use of resources such as Mobile Learning or Remote Experimentation. The study highlights the importance of the three types of knowledge — technological, pedagogical and content — to the teachers committed to the efficient integration of technology into their lessons. In addition to investigating the teachers' perception of the technological resources and their own teaching practices, this study presents a detailed picture of the actual situation through analysis of the results obtained through the questionnaire TPACK, in the Basic Education in Santa Catarina, Brazil.