<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092022000100113</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.17.19842.055</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de tecnologias digitais em educação: caminhos de futuro para uma educação digital]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of digital technologies in education: future paths for a digital education]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de tecnologías digitales en la educación: caminos de futuro para una educación digital]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coppi]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fialho]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cid]]></surname>
<given-names><![CDATA[Marília]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Carlinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de Évora Centro de Investigação em Educação e Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Évora Centro de Investigação em Educação e Psicologia Departamento de Pedagogia e Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Évora Centro de Investigação em Educação e Psicologia Departamento de Pedagogia e Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade do Porto Centro de Investigação e Intervenção Educativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade do Porto Centro de Investigação e Intervenção Educativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092022000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092022000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo pretendeu: identificar plataformas e tecnologias digitais (PTD) mais utilizadas em atividades escolares; verificar efeitos da pandemia, devida à COVID-19, no seu uso; sistematizar vantagens ou contributos e problemas/dificuldades encontrados. Dados de questionários respondidos por 1753 professores e 2041 alunos de escolas públicas portuguesas revelaram o aumento da frequência de uso das PTD, para fins e objetivos idênticos à pré-pandemia. Ambos os grupos consideraram que as PTD promovem práticas educativas inovadoras, sendo o acesso à internet e a falta de conhecimentos nesta área um obstáculo. Durante a quarentena, os professores referiram sobretudo a falta de comunicação com alunos e a desigualdade social e os alunos a dificuldade de compreensão das matérias e a falta de contacto com colegas e professores. Conclui-se ser necessário investir no acesso generalizado à internet e às PTD e no desenvolvimento de competências digitais de professores e alunos, por forma a diminuir as desigualdades sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aimed to: identify digital platforms and technologies (DPT) most used in school activities; check effects of the pandemic due to COVID-19, on this use; systematize the advantages or contributions and problems/difficulties perceived. Questionnaires answered by 1,753 teachers and 2,041 students from Portuguese public schools revealed an increase in the frequency of use of DPT, for purposes identical to the pre-pandemic ones. Both groups considered that DPT promote innovative educational practices, being the internet access and the lack of knowledge in this area obstacles. During the quarantine, teachers referred mainly to the lack of communication with students and the subsequent social inequality, and students referred to the difficulty in understanding the subjects and the lack of contact with colleagues and teachers. In conclusion, it is necessary to invest in generalized access to the internet an DPTs and in the development of digital skills of teachers and students, in order to reduce social inequalities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio tuvo como objetivos: identificar plataformas y tecnologías digitales (PTD) más utilizadas en actividades escolares; verificar efectos de la pandemia debida a la COVID-19, sobre su uso; sistematizar ventajas o contribuciones y problemas/dificultades encontrados. Datos de cuestionarios respondidos por 1753 profesores y 2041 alumnos de escuelas públicas portuguesas revelaron un aumento en la frecuencia del uso de las PTD, para fines y objetivos idénticos a la pre pandemia. Ambos grupos consideraron que las PTD promueven prácticas educativas innovadoras, siendo obstáculos el acceso a internet y la falta de conocimiento en el área. Durante la cuarentena, los profesores se refirieron principalmente a la falta de comunicación con los alumnos y la desigualdad social, y los alumnos a la dificultad de comprensión de las asignaturas y la falta de contacto con los colegas y profesores. Se concluye que es necesario invertir en el acceso generalizado a internet y a las PTD y en el desarrollo de competencias digitales de profesores y alumnos, con el fin de reducir las desigualdades sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Educação digital]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Digital education]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Educación digital]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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