THE USE OF TECHNOLOGICAL RESOURCES IN HIGH SCHOOL: AN EXPERIENCE REPORT IN THE SUPERVISED INTERNSHIP IN COMPUTING II

Abstract

The use of technological resources in basic education is an increasingly present topic today. With the evolution of technology and the contemporary social context, it is essential that schools incorporate these resources into their pedagogical practices, aiming at improving the quality of teaching and training students who are critical and prepared for the information society. During the supervised internship in computing II, we abstracted the skills learned at the university in order to develop in practice as a future teacher, teaching knowledge through technological tools for both teachers and students of a State public high school. The main objective is to use technological resources to improve methodology and the teaching process in order to increase student engagement in the proposed activities. For this, several resources were used, such as computers, educational applications, digital games, videos and multimedia presentations, which will be described throughout this work. In this sense, we put this methodology into practice so that teachers and students were able to abstract the maximum amount of knowledge in the area of ​​digital culture, in a transdisciplinary way, together with the disciplines of Portuguese Language and Mathematics. It should be taken into account that the area of ​​Digital Culture covers all areas of teaching, and we use the subject to demonstrate the use of digital tools, presented throughout this work, in the conception of contents of Portuguese Language and Mathematics, with to make classes more attractive. In this way, at the end of the regency, we were able to meet the demand of both teachers and students, in which they reported satisfaction with different classes, encouraging them to learn subject content in a diversified way and contextualized practices applied in their daily lives. to-day. Throughout the text it is noticeable that schools and educators are prepared to deal with new teaching dynamics in order to contribute to the teaching-learning process.