Information Technology and Communication in Education: Two Sides of the Coin in Brazil

Kyria Rebeca Finardi, Daisa Teixeira, Gicele V. Vieira Prebianca, Vital P. dos Santos Júnior


The objective of this paper is to reflect on the use of Information and Communication Technologies (ICTs) in education in general and in blended approaches in particular. With that aim the study analyzes teachers’ and students’ beliefs on the use of ICTs in two contexts: a teacher education course for the use of ICTs in blended approaches and an English for Specific Purposes (ESP) course, both offered in the MOODLE platform. The analysis was based on qualitative data from an interview and questionnaires answered by four teachers who took the course and nine learners who attended ESP classes during an academic semester. Results suggest that the use of ICTs in blended approaches by teachers at tertiary level is still scarce. Teachers perceive the incorporation of such resources as an extra burden. Though the course has given them practical and theoretical knowledge about the use of ICTs in blended teaching approaches, it was unable to change their beliefs on the use technology for pedagogical purposes. As for learners’ beliefs, results indicate they see the use of ICTs as a way to gain more opportunities for learning, interaction and language improvement, thus validating the use of ICTs in education. Given the divergence of beliefs regarding the use of ICTs in education, on the one hand, and its importance, on the other, the study concludes that while pedagogical practices are not aligned with the social context and demands of society, teachers may continue to perceive a low level of motivation and engagement on the part of students.

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International Journal of Recent Contributions from Engineering, Science & IT (iJES) – eISSN: 2197-8581
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