Integração das tecnologias no ensino : percepções e práticas docentes sob a perspectiva do TPACK

Juarez Bento da Silva; Simone Meister Sommer  Bilessimo; Leticia Sophia Rocha Machado; Sinéia Guilherme Sérgio

doi:10.23925/1809-3876.2026v24e68486

Authors

Juarez Bento da Silva Universidade Federal de Santa Catarina http://orcid.org/0000-0002-5604-0576
Simone Meister Sommer Bilessimo Universidade Federal de Santa Catarina https://orcid.org/0000-0002-3326-8703
Leticia Sophia Rocha Machado Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0003-4102-2225
Sinéia Guilherme Sérgio Universidade Federal de Santa Catarina https://orcid.org/0009-0004-6350-2259

DOI:

https://doi.org/10.23925/1809-3876.2026v24e68486

Keywords:

basic education, continuing education, digital competencies, ICT, TPACK

Abstract

The article analyzed the relationship between basic education teachers' self-perception of their digital competencies and the application of these skills in teaching, based on the TPACK model. The research included 238 teachers from public schools in southern Santa Catarina and applied both quantitative and qualitative methods to assess the use of ICT in education. Although training courses have improved technological skills, the full integration of technology into pedagogy and content is still limited. The study highlighted the need for practical and ongoing training, as well as improvements in technological infrastructure, for the effective application of ICT. Despite the increased confidence in using technology, technical knowledge alone does not transform pedagogical practice, making it crucial to further integrate ICT into pedagogical and curricular approaches.

Author Biographies

Juarez Bento da Silva, Universidade Federal de Santa Catarina

He holds a degree in Business Administration from the Pontifical Catholic University of Rio Grande do Sul, a master's in Computer Science from the Federal University of Santa Catarina (2002), a PhD in Knowledge Engineering and Management from the Federal University of Santa Catarina (2007), and a postdoctoral degree from the Instituto Superior de Engenharia do Porto (Portugal). He is currently an Associate Professor IV at the Federal University of Santa Catarina, working in the Bachelor’s program in Information and Communication Technologies and the Graduate Program in Information and Communication Technologies, where he also serves as deputy coordinator. He is the coordinator of the Remote Experimentation Laboratory (RExLab) research group, focusing his research mainly on remote laboratories and educational technology.

Simone Meister Sommer Bilessimo, Universidade Federal de Santa Catarina

Doutora em Engenharia de Produção (UFSC). Professora Associada da Universidade Federal de Santa Catarina (UFSC) no curso de Bacharelado em Tecnologias da Informação e Comunicação.

Leticia Sophia Rocha Machado, Universidade Federal do Rio Grande do Sul

Doutora em Educação; Doutora em Informática na Educação (UFRGS). Professora da Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS).

Sinéia Guilherme Sérgio, Universidade Federal de Santa Catarina

Mestre em Tecnologias da Informação e Comunicação (UFSC). Professora na Rede Municipal de Santa Rosa do Sul/SC.

References

REFERÊNCIAS

ALBION, Peter; TONDEUR, Jo; FORKOSH-BARUCH, Alona; PEERAER, Jef. Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, v. 20, n. 4, p. 655-673, 2015. Disponível em: https://doi.org/10.1007/s10639-015-9401-9 . Acesso em: 14 set. 2024.

ALTHUBYANI, Adel. Digital Competence of Teachers and the Factors Affecting Their Competence Level: A Nationwide Mixed-Methods Study. Sustainability. V.16, n. 7, p. 2796, 2024. Disponível em: https://doi.org/10.3390/su16072796. Acesso em: 20 set. 2024.

ALVAREZ, Claudio; BROWN, Christian; NUSSBAUM, Miguel. Teachers’ Perceptions and Practices of Digital Competence in the Classroom: A Comparison between Perceived and Actual Competences. Journal of Educational Technology & Society, v. 23, n.4, p. 44-56, 2021. Disponível em https://www.cell.com/heliyon/fulltext/S2405-8440(21)01616-9. Acesso em: 08 ago. 2024.

ARCHAMBAULT, Leanna; CRIPPEN, Kent. Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, v.9, n. 1, p. 71–88, 2009. Disponível em https://citejournal.org/volume-9/issue-1-09/general/examining-tpack-among-k-12-online-distance-educators-in-the-united-states. Acesso em: 07 set. 2024.

BELLIBAŞ, Mehmet Sukru; LIU, Yan. A multilevel analysis of the relationship between teachers' integration of technology into instruction and students' academic achievement. Journal of Educational Administration, v.55, n. 1, p. 49-69, 2017. Disponível em: http://dx.doi.org/10.1108/JEA-12-2015-0116. Acesso em: 01 set. 2024.

BLAND, John Martin; ALTMAN, Douglas Graham. Cronbach's Alpha. British Medical Journal, v. 314, p. 572, 1997. Disponível em: http://dx.doi.org/10.1136/bmj.314.7080. Acesso em: 03 maio 2024.

CABERO, Julio; BARROSO, Julio Manuel. Formación del profesorado en TIC: Una visión del modelo TPACK. Culture and Education, v. 28, p. 633-663, 2016. https://doi.org/10.1080/11356405.2016.1203526. Acesso em: 08 maio 2024.

CHAI, Ching Sing; KOH, Joyce Hwee Ling; TSAI, Chin-Chung. A review of technological pedagogical content knowledge. Educational Technology & Society, v. 16, n. 2, p. 31-51, 2013. Disponível em https://www.jstor.org/stable/jeductechsoci.16.2.31. Acesso em: 02 jun. 2024

DEDE, Chris. The Role of Digital Technologies in Deeper Learning. Boston, Massachusetts: Jobs for the Future, 2014.

ERTMER, Peggy; OTTENBREIT-LEFTWICH, Anne; SADIK, Olgun; SENDURUR, Emine; SENDURUR, Polat. Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, v. 59, n. 2, p. 423-435, 2012. Disponível em: https://doi.org/10.1016/j.compedu.2012.02.001. Acesso em 03 fev. 2024.

GEORGE, Darren; MALLERY, Paul. IBM SPSS Statistics 26 step by step: A simple guide and reference. 16 ed. New York: Routledge, 2020.

GRAHAM, Charles; BORUP, Jered; SMITH, Nathan. Using TPACK as a Framework to Understand Teacher Candidates' Technology Integration Decisions. Journal of Computer Assisted Learning, v. 28, n. 6, p. 530-546, 2012. Disponível em: https://doi.org/10.1111/j.1365-2729.2011.00472.x. Acesso em: 03 set. 2024.

GRAHAM, Charles; BURGOYNE, Nicolette; CANTRELL, Pamela; SMITH, Leigh; ST. CLAIR, Larry; HARRIS, Ron. Measuring the TPACK confidence of inservice science teachers. TechTrends2, v. 53, n. 5, p. 70-79, 2009. Disponível em: https://doi.org/10.1007/s11528-009-0328-0. Acesso em: 14 jul. 2024.

HARRIS, Judith; MISHRA, Punya; KOEHLER, Matthew. Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, v. 41, n. 4, p. 393-416, 2014. Disponível em: https://doi.org/10.1080/15391523.2009.10782536. Acesso em: 12 ago. 2024.

HEW, Khe Foon; BRUSH, Thomas. Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, v. 55, n. 3, p. 223-252, 2007.

INAN, Fethi; LOWTHER, Deborah. Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, v. 58, n. 2, p. 137-154, 2010. Disponível em: https://doi.org/10.1007/s11423-009-9132-y. Acesso em: 04 jun. 2024.

KOEHLER, Matthew; MISHRA, Punya. Introducing Technological Pedagogical Content Knowledge. In: AACTE COMMITTEE ON INNOVATION AND TECHNOLOGY (ed.). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge, 2008. p. 3-29.

KOEHLER, Matthew; MISHRA, Punya. What Is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, v. 9, n. 1, p. 60-70, 2009. Disponível em https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/. Acesso em: 06 maio 2023.

LIKERT, Rensis. A technique for the measurement of attitudes. Archives of Psychology, v. 22, n. 140, p. 1-55, 1932. Disponível em https://psycnet.apa.org/record/1933-01885-001. Acesso em: 04 mar. 2023

MACHADO, Letícia Sophia Rocha; BILESSIMO, Simone Meister Sommer; SILVA, Juarez Bento da. Competências digitais no ensino remoto: novos desafios para formação docente. Tear: Revista de Educação, Ciência e Tecnologia, v. 10, p. 1-22, 2021. Disponível em: https://doi.org/10.35819/tear.v10.n2.a5390. Acesso em: 12 set. 2024.

MADDEN, Margaret; BAXTER, Marsha; BEAUCHAMP, Heather; BOUCHARD, Kimberley; HABERMAS, Derek; HUFF, Mark; LADD, Brian; PEARON, Jill; PLAGUE, Gordon. Rethinking STEM Education: An Interdisciplinary STEAM Curriculum. Procedia Computer Science, v. 20, p. 541–546, 2013. Disponível em: https://doi.org/10.1016/j.procs.2013.09.316. Acesso em: 05 ago. 2024.

MISHRA, Punya; KOEHLER, Matthew. Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, v. 108, n. 6, p.1017-1054, 2006. Disponível em: https://doi.org/10.1111/j.1467-9620.2006.00684.x. Acesso em: 03 jul. 2023.

O’DWYER, Laura; BERNAUER, James. Quantitative Research for the Qualitative Researcher. Thousand Oaks: Sage Publications, 2014.

PUNIE, Yves; REDECKER, Christine. European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union, 2017. Disponível em https://publications.jrc.ec.europa.eu/repository/handle/JRC107466. Acesso em: 21 jul. 2024.

REVELLE, William; ZINBARG, Richard. Coefficients alpha, beta, omega, and the glb: Comments on Sijtsma. Psychometrika, v. 74, n. 1, p. 145-154, 2009. Disponível em: https://doi.org/10.1007/s11336-008-9102-z. Acesso em: 14 jul. 2024.

SAMPIERI, Roberto Hernández; COLLADO, Carlos Fernández; LUCIO, Pilar Baptista. Metodología De La Investigación. 6. ed. Madrid: McGraw Hill, 2014.

SANGBANCHONG, Varongsri; WIRATCHAI, Nonglak; BOWARNKITIWONG, Suchada. Validating the Technological Pedagogical Content Knowledge appropriate for instructing Students (TPACK-S) of pre-service teachers. Procedia - Social and Behavioral Sciences, v. 116, p. 524-530, 2014. Disponível em: http://dx.doi.org/10.1016/j.sbspro.2014.01.252. Acesso em: 28 mar. 2024.

SCHMIDT, Denise; BARAN, Evrim; THOMPSON, Ann; MISHRA, Punya; KOEHLER, Matthew; SHIN, Tae Sook. Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of research on technology in education, v. 42, n. 2, p. 123-149, 2014. DOI: https://doi.org/10.1080/15391523.2009.10782544. Acesso em: 29 out. 2023.

SILVA, Juarez Bento; SILVA, Isabela Nardi; BILESSIMO, Simone Meister Sommer. Technological Structure for Technology Integration in the Classroom, Inspired by the Maker Culture. Journal of Information Technology Education, v. 19, p. 167-204, 2020. Disponível em: https://doi.org/10.28945/4532. Acesso em: 11 set. 2024.

SILVA, Juarez Bento; DELFINO, Josiane Vargas; BILESSIMO, Simone Meister Sommer; MACHADO, Letícia Sophia Rocha; ALVES, João Bosco da Mota. A incidência do modelo pedagógico TPACK na integração das tecnologias de informação e comunicação na prática docente: estudo caso com professores da educação básica. Caderno Pedagógico, v. 21, n.6, p. 1-21, 2024. Disponível em: https://doi.org/10.54033/cadpedv21n8-076. Acesso em: 03 jul. 2024.

SILVA, Juarez Bento; BILESSIMO, Simone Meister Sommer; MACHADO, Letícia Sophia Rocha. Integração de Tecnologia na Educação: Proposta de modelo para capacitação docente inspirada no TPACK. Educação em Revista (Online), v. 37, p. 1-23, 2021. Disponível em: https://doi.org/10.1590/0102-4698232757. Acesso em: 08 jul. 2024.

SPITERI, Marthese; RUNDGREN, Shu-Nu Chang. Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology. Tech Know Learn, v. 25, p. 115–128, 2020. Disponível em: https://doi.org/10.1007/s10758-018-9376-x. Acesso em: 01 jul. 2024.

TENG LYE, Lau. Opportunities and challenges faced by private higher education institution using TPACK Model in Malaysia. Procedia - Social and Behavioral Sciences, v. 91, p.294-305, 2013. Disponível em: https://doi.org/10.1016/j.sbspro.2013.08.426. Acesso em: 22 jun. 2024.

TONDEUR, Jo; VAN BRAAK, Johan; ERTMER, Peggy; OTTENBREIT-LEFTWICH, Anne. Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, v. 65, n. 3, p. 555-575, 2017. DOI: https://doi.org/10.1007/s11423-016-9481-2. Acesso em: 14 maio 2024.

UNESCO. ICT Competency Framework for Teachers. Paris: Unesco, 2011. Disponível em https://unesdoc.unesco.org/ark:/48223/pf0000213475. Acesso em: 02 maio 2024.