<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100123</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698232757</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTEGRAÇÃO DE TECNOLOGIA NA EDUCAÇÃO: PROPOSTA DE MODELO PARA CAPACITAÇÃO DOCENTE INSPIRADA NO TPACK]]></article-title>
<article-title xml:lang="es"><![CDATA[INTEGRACIÓN DE TECNOLOGÍA EN EDUCACIÓN: PROPUESTA DE UN MODELO DE FORMACIÓN DE PROFESORES INSPIRADO EN TPACK]]></article-title>
<article-title xml:lang="en"><![CDATA[INTEGRATION OF TECHNOLOGY IN EDUCATION: PROPOSAL FOR A TEACHER TRAINING MODEL INSPIRED BY TPACK]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[JUAREZ BENTO DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BILESSIMO]]></surname>
<given-names><![CDATA[SIMONE MEISTER SOMMER]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MACHADO]]></surname>
<given-names><![CDATA[LETICIA ROCHA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Araranguá SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Araranguá SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Araranguá SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A integração tecnológica geralmente é entendida como a incorporação de tecnologia nas salas de aula. No entanto, um dos pontos que merece mais atenção é a forma como essa inclusão tem sido feita no processo de ensino, nas experiências de aprendizagem e no currículo. Assim, é possível afirmar que a integração das Tecnologias de Informação e Comunicação (TIC) na sala de aula envolve competências específicas dos docentes em relação ao uso pedagógico das tecnologias. Os professores devem adquirir e desenvolver continuamente conhecimentos, habilidades e atitudes pertinentes à área no intuito de incluir os recursos tecnológicos em suas tarefas diárias. Este estudo abordou a etapa inicial de um framework de integração de tecnologia na educação, que é parte do Programa de Integração de Tecnologia na Educação, desenvolvido pelo Laboratório de Experimentação Remota, na Universidade Federal de Santa Catarina. Neste estágio específico, conduziu-se uma pesquisa com o objetivo de conhecer o nível de conhecimento e experiência dos docentes participantes no que se refere ao uso de TICs em suas aulas. Dois questionários, disponibilizados no Ambiente Virtual de Ensino e Aprendizagem, foram respondidos por 398 professores de cinco escolas durante o estágio inicial das capacitações ofertadas pelo programa entre 2017-2019. Este estudo permitiu conhecer a visão dos docentes participantes quanto ao uso de tecnologias. É possível afirmar que o framework de formação tem se mostrado eficiente, uma vez que tem possibilitado aos professores aprenderem a utilizar as tecnologias em sala de aula bem como a refletir sobre as suas próprias práticas pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: La integración tecnológica, aunque sea generalmente comprendida como la existencia de tecnología en los salones de clases, en verdad tiene como principal problema la necesidad de centrarse en cómo será esta inclusión al proceso de enseñanza, a las experiencias de aprendizaje y al currículo. Así, es posible afirmar que la integración de las Tecnologías de Información y Comunicación (TIC) en el salón de clase va por medio de competencias específicas de los docentes, cuanto al uso pedagógico de las tecnologías. Por lo tanto, los docentes deben tener conocimientos, habilidades y actitudes relevantes y que puedan desarrollarlas para incluir recursos tecnológicos en sus tareas diarias. Este estudio abordó la etapa inicial del framework de integración de tecnología en educación del Programa de Integración de Tecnología en Educación, del Laboratorio de Experimentación Remota, de la Universidad Federal de Santa Catarina. Esta etapa consistió como un diagnóstico, con el objetivo de conocer el grado de formación y uso de las TIC en clase por una parte de los docentes participantes. Los instrumentos utilizados fueron dos cuestionarios en línea, disponibles en el Ambiente Virtual de Enseñanza y Aprendizaje y que fueron respondidos durante el curso inicial de capacitación de los docentes. Los datos presentados en este documento se refieren a 398 profesores, de cinco escuelas, que participaron en las actividades de capacitación del programa entre 2015-2019. Este artículo permitió conocer la opinión de los docentes que participaron en la investigación sobre el uso de tecnologías. Es posible afirmar que el modelo de formación de la investigación ha demostrado ser eficiente, ya que ha posibilitado a los profesores solamente aprender a utilizar las tecnologías en el salón de clase y reflexionar sobre sus propias prácticas pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Technological integration is typically understood as the incorporation of technology in classrooms. However, a key point of concern is how this inclusion has been made in the teaching process, learning experiences, and curriculum. Thus, it is possible to assert that the integration of ICT in the classroom involves specific teachers&#8217; skills concerning the pedagogical use of technologies. Teachers need to acquire and develop continuous relevant knowledge, competencies, and attitudes in order to include technological resources in their daily tasks. This research presents the initial stage of a framework for technology integration in education, which is part of the Program of Technology Integration in Education, developed by the Remote Experimentation Laboratory, at the Federal University of Santa Catarina. At this specific stage, a survey was conducted to understand the level of knowledge and experience in ICT of the participating teachers&#8217; in their classes. Two questionnaires made available in the Virtual learning environment were answered by 398 teachers from five schools during the initial teacher training course between 2017-2019. This study has enabled us to understand the participating teachers&#8217; perspectives on the use of technologies. It is possible to affirm that the presented training framework has been effective in enabling teachers to learn how to use technologies in the classroom and in helping them reflect on their pedagogical practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação docente]]></kwd>
<kwd lng="pt"><![CDATA[TPACK]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Capacitación docente]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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