Abstract

KUCHARSKI, Marcus Vinicius Santos  and  CORTELAZZO, Iolanda Bueno de Camargo. Mentored SAMR formation model for the adoption and utilization of digital information and communication technologies in schools: identifying the biggest challenge. Educ. Teoria Prática [online]. 2024, vol.34, n.67, e09.  Epub Sep 05, 2024. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.67.s17378.

Adopting and applying digital information and communication technologies (DICT) for qualitative improvement of teaching and learning processes transcends the rather simplistic discussion of infrastructure and access problems to be solved – though both discussions are important. The implications run deeper, in a symbolic level, involving social representations of teachers and technologies (Silva, 2013). A result of a bibliographic research, this text proposes that an efficient, long-term work of sensibilization and formation of teachers for the best use of DICT can only be realized by combining the competences sought by a Technologic Pedagogic Content Model (PCM) of formation (Mishra; Koehler, 2006) with the more organically-paced formation model of Substitution, Augmentation, Modification and Redefinition (SAMR)(Caukin; Trail, 2019; Puentedura, 2014), allowing teachers to understand the best potentials of each technology in a step-by-step fashion, adapted to their current comfort levels with the use of DICT. A professional who is respected by his/her peers should mentor the process in order to facilitate discussions and the resulting methodological transformations that would be harder to emerge in more traditional formative models.

Keywords : Education; Teacher Formation; Mentorship; SAMR; DICT.

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