<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362020000400982</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362020002802388</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[A window to teachers&#8217; ICT practices: Discerning between teaching and the complex science of pedagogy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma janela para as práticas de TIC dos professores: discernimento entre o ensino e a complexa ciência da pedagogia]]></article-title>
<article-title xml:lang="es"><![CDATA[Una ventana a las prácticas TIC de los docentes: discernimiento entre la enseñanza y la compleja ciencia de la pedagogía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vandeyar]]></surname>
<given-names><![CDATA[Thirusellvan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Pretoria  ]]></institution>
<addr-line><![CDATA[Pretoria Gauteng]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>109</numero>
<fpage>982</fpage>
<lpage>1011</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362020000400982&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362020000400982&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362020000400982&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumo Utilising Loughran&#8217;s notion of the complexity of teaching, this study set out to explore how teachers used information and communication technology (ICT) in their classroom practices. The study is grounded in qualitative research methods. Data capture included a mix of semi-structured interviews, observations and document analysis. Data was analysed using content analysis methods. Findings were fourfold. First, small pockets of innovative teachers changed their pedagogy. Second, teachers&#8217; beliefs suggest (mis)understandings about their ICT induced teaching, which they perceived as changed pedagogy, but actually only their mode of curriculum delivery changed. Third, most teachers seemed to reposition their practice using technology to facilitate the demands of a scripted curriculum, thus merely changing their teaching practice. Fourth, teachers&#8217; apprenticeship of observation is further perpetuated through pre-service training that does not promote pedagogical experiential change.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Usando a noção de Loughran sobre a complexidade do ensino, este estudo se propôs a explorar como os professores usavam a tecnologia da informação e comunicação (TIC) em suas práticas em sala de aula. O estudo é baseado em métodos de pesquisa qualitativa. A captura de dados incluiu uma mistura de entrevistas semiestruturadas, observações e análise de documentos. Os dados foram analisados usando métodos de análise de conteúdo. Os resultados foram quádruplos. Primeiro, pequenos grupos de professores inovadores mudaram sua pedagogia. Segundo, as crenças dos professores sugerem uma compreensão (errônea) de seu ensino induzido pelas TIC, que eles perceberam como pedagogia modificada, mas, na realidade, apenas mudaram seu modo de repassar o currículo. Terceiro, a maioria dos professores parecia reposicionar sua prática, usando a tecnologia para facilitar as demandas de um currículo com roteiro, simplesmente mudando sua forma de ensinar. Quarto, a aprendizagem da observação de professores é perpetuada ainda mais por meio de treinamento em serviço que não promove mudanças pedagógicas experienciais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Utilizando la noción de Loughran de la complejidad de la enseñanza, este estudio se propuso explorar cómo los maestros usaban la tecnología de la información y la comunicación (TIC) en sus prácticas en el aula. El estudio se basa en métodos de investigación cualitativa. La captura de datos incluyó una mezcla de entrevistas semiestructuradas, observaciones y análisis de documentos. Los datos se analizaron utilizando métodos de análisis de contenido. Los resultados fueron cuádruples. Primero, pequeños grupos de maestros innovadores cambiaron su pedagogía. En segundo lugar, las creencias de los docentes sugieren una comprensión (errónea) sobre su enseñanza inducida por las TIC, que percibieron como pedagogía modificada, pero en realidad solo cambió su modo de entrega del plan de estudios. En tercer lugar, la mayoría de los maestros parecían reposicionar su práctica utilizando tecnología para facilitar las demandas de un currículum con guión, simplemente cambiando su práctica docente. Cuarto, el aprendizaje de observación de los docentes se perpetúa aún más a través de la capacitación en el servicio que no promueve el cambio pedagógico experiencial.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Experiential learning]]></kwd>
<kwd lng="en"><![CDATA[Change agents]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem experimental]]></kwd>
<kwd lng="pt"><![CDATA[Agentes de mudança]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje experimental]]></kwd>
<kwd lng="es"><![CDATA[Agentes de cambio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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