Pedagogical management’s stages towards the use of digital technologies

Abstract

This article's aim is to propose stages of pedagogical management towards the use of digital technologies when active methodologies are used. This proposal was based on technological management stages by Sandholtz, Ringstaff and Dwyer (1997). Conceived with a qualitative nature and pointed as a case study, the research was carried in a federal institution, during 2016.2 and 2017.1 semesters. The participants were four teachers from the permanent staff. As instruments, a survey questionnaire, observation and interviews were used. Regarding data analysis, it started with questions on a smaller scale as the initial or subsequent codes were defined. Phases like sorting, classification and analysis itself of the material also supported the analysis. Thus, the data were triangulated, being anchored by the interpretative paradigm. Based on literature and empirical research, five stages of pedagogical management were proposed - Initiation, Insertion, Integration, Effectivity and Disruption -, demonstrating that the investigated teachers fluctuated, during the research period, between elementary and intermediate stages when using the technologies in a pedagogical way. In this sense, the importance of developing new theoretical frameworks based on real situations is affirmed, with a greater probability of them being carried out by teachers, bringing theory and practice closer together. It is believed that if teachers develop practices based on these stages, there are greater possibilities of making students co-responsible for their own learning.