INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PUBLIC SCHOOLS OF PARANÁ: EVALUATION OF AN EDUCATIONAL POLICY IN ACTION

BRANDALISE, MARY ÂNGELA TEIXEIRA

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ARTICLE • Educ. rev. 35 • 2019 • https://doi.org/10.1590/0102-4698206349 copy

INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PUBLIC SCHOOLS OF PARANÁ: EVALUATION OF AN EDUCATIONAL POLICY IN ACTION

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT:

This paper presents the partial results of an evaluative research about the education policy of Paraná, Brazil, focused on promoting the use of Information and Communication Technologies (ICT) in the state public schools that have joined the project CONECTADOS, coordinated by the Policy Department and Educational Technologies of the State Secretariat of Education of Paraná (SEED-PR), in 2016. The instruments of data collection were: a) online questionnaire for school managers; b) semi-structured interview with the project coordinators at the State level. The dimensions assessed were: the ICT infrastructure in the school; participation of the management team, teachers and students; integration of ICT in pedagogical practices and the results achieved. The analysis of the empirical data based on Ball, Maguire and Braun’s (2012) polity theory in action makes it possible to infer that the schools involved started a process of integration of ICT in pedagogical practices that could support the construction of digital culture in school contexts.

Keywords:
Evaluation of educational policies; Educational Technologies; Theory of polity in action; ICT in school

Universe of research	Unit of analysis	Investigation dimensions
Public schools in Paraná state, participants of the CONECTADOS Project - 2016 (70 schools)	Schools	1. School infrastructure 2. ICT infrastructure in schools
	School managers: principals and pedagogical teams	3. Teacher education and pedagogical team 4. Participation of those involved in the project: 4.1 Participation of the pedagogical team. 4.2 Participation of teachers. 4.3 Participation of students.
		5. Development of digital media integration skills in pedagogical practices, lesson plans and work projects. 6. Identification of the use of ICT media used in pedagogical practices.
	SEED/PR managers who designed and coordinated the CONECTADOS Project	7. Challenges and perspectives of the digital culture policy for the public schools of Paraná state, through the CONECTADOS Project.

Subjects	Key Expressions (extracted from responses)
E8	The search of teachers’ knowledge to use new tools was also important; the availability and readiness of the teacher-tutor in always clarifying doubts.
E11	The training time was very valuable, resulting in the exchange of experiences and interdisciplinary planning.
E17	Teachers received more information on computer science, they felt more prepared to work with new technologies and methodologies with students, implementing their classes and making them more attractive.
E33	Finally, the exchange of experiences and interests of the teachers, who, even when overloaded, remained in the course until the end of the training.
E41	The presence and accompaniment of the NRE employee was important, in order to provide the necessary support for the Project to take place.

Outcomes/Effects	Very good	Good	Regular
The outcomes/effects of using tablets and/or other mobile devices in teachers’ pedagogical practices	29%	44%	27%
The outcomes/effects of using tablets and/or other mobile devices on student learning	22%	49%	29%
The outcomes/effects of project development on school organization	32%	54%	14%

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E-mail: revista@fae.ufmg.br

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[1] Contact: Mary Ângela Teixeira Brandalise, Universidade Estadual de Ponta Grossa (UEPG). Programa de Pós-graduação em Educação, Campus de Uvaranas, Avenida General Carlos Cavalcanti, nº 4748, Ponta Grossa|PR|Brasil, CEP 84.030-900