Tecnologias digitais da informação e comunicação na educação infantil

Abstract

In today's information society and communication teachers face the challenge of living in a new social dynamics and have a responsibility to create pedagogical models suited to meet the peculiarities required to this technological culture. From this necessity of inclusion of digital technologies in the pedagogical practice in early childhood education in the school hall of child education in city of Pedra Lavrada, Paraiba, we sought to ascertain how teachers deal with digital technologies present in school, to evaluate the use of digital technologies as tools for mediation to pedagogical education in early childhood education, as well as a review of the educational possibilities involving technology and digital inclusion in the school of early childhood education. It was used in the case study methodological procedures based on a theoretical perspective-critique with a quantitative and qualitative approach.According to the objectives adopted a descriptive, where they were used standardized techniques of data collection through questionnaire and systematic observation.The research made it possible to identify that teachers consider important the insertion of digital technologies of information and communication technologies (TDICs) in the pedagogical practice and the use of these is able to provide transformations in relation student, teacher and knowledge.The subjects of this research pointed to an urgent need for continuing education aimed at training and the improvement in the use of TDICs in the school environment, since the majority of teachers do not feel safe with regard to knowledge and skills to develop pedagogical activities using these tools of pedagogical support.