Percepções sobre o uso das mídias digitais como recurso pedagógico de professores que atuam em cursos de Ciências Contábeis oferecidos na modalidade a distância

Abstract

Different ways of conceiving knowledge strengthen discussions on curriculum changes, active methods of teaching and learning and pedagogical innovations. Digital media are highlighted in this context and, thus, new questions arise to the pedagogical debate at the university. This research aimed to know and analyze the perceptions about the use of digital media as an educational resource for teachers who work in accounting courses offered in distance mode for two Higher Education Institutions - IES - Brazil, seeking to identify achievements and difficulties that may impact the performance of teachers facing the challenges and requirements regarding the use of technology in higher education. To this end, an exploratory research with a quantitative approach, in which data were collected through an online questionnaire and analyzed using descriptive statistics and content analysis was performed. It was found that the teaching practice is the main source of learning teaching 58 seconds questioned. As for the higher purpose of the internet stand out statements such as "seeking knowledge" and "doing research" with 63 responses (75%). The purpose of using the internet is presented as essential in the practice of teachers as 71 respondents claim to use it to "do research"; "Prepare lessons", 67 responses and "distributing materials via e-mail", 65 responses (77%). Stand out with lower average items "presentation classes", 51 responses (61%), and "develop forums, mailing lists and chats with students" with 42 responses (50%). As for the use of media in teaching practice has been that 78% of teachers have sufficient regarding the use of forums, mailing lists, chats, blogs, etc., followed by 82% who say they used social networks and 66% of teachers who say "create, edit and use videos in their classrooms." This shows that teachers have a good level of knowledge of the use of interactive digital media, as 95% of teachers say they use virtual environments in their classes. With regard to the perception of the field of knowledge on the use of digital media as an educational resource it has to be above 70% of teachers claim to have Total Domain or almost total in relation to: 1. Use AVA, and other virtual spaces ; 2. Using digital media as forums, mailing lists etc .; 3. Use social networks to create spaces of interaction and communication with students. For other media, approximately 40% claim to have Domain Enough about attitudes as: 1. Create learning situations with the use of interactive tools; 2. Create spaces for the student to carry out research. We conclude, therefore, that teachers use digital media more as teaching tools than as teaching resources. In many cases, teachers judge still has an insufficient mastery of the use of digital media in higher education. These limitations can be overcome, in the perception of teachers through training processes in which digital media are understood beyond the instrumental use, but as potentiating the expression and cultural production.