Digital Information and Communication Technologies in Physics Education teaching courses at a federal public university: “uses” established by professors in the undergraduate programs

Abstract

This  study  aims  to  analyze  the  uses  that  professors  of  undergraduate physics education courses at a Federal Public University make of Digital Information  and  Communication  Technologies  (Digital ICT)  in  their teaching.  This   is   an  exploratory  study  and  uses  documents  and  semi-structured interview as sources of data collection. By the means of the Discursive Textual Analysis four emergent categories were also identified in this study: (i) The place of Digital ICT subjects in the Physics Education undergraduate course; (Ii) Uses of techniques; (Iii) Uses of technology in the  education  process  of  the  undergraduate  students – relation with the education processes of the course professor; (IV) What network is there in this education process? The results indicate that the uses of Digital ICT in the  undergraduate  Physics  Education  course  involve  different  ways  of usage that are created in a dynamic setting based on techniques that are not necessarily pure techniques but are interwoven with theoretical and methodological aspects of teaching and learning, the educational process designed  for  its  development,  and  the  dialogue  established  among  the possible educational contexts for the use of technologies. Moreover, we discuss the perspective of universalization of the interconnection network since  the  use  of  the  Internet  (in the dimension of collective  knowledge construction)  is  limited  in  the  University  and  in  the  context  of  k-12 education.