INDE/MINED – Moçambique (2010), Tecnologias de Informação e Comunicação, Programa da 11ª Classe, INDE/MINED.

INDE/MINED – Moçambique (2010), Tecnologias de Informação e Comunicação, Programa da 10ª Classe, INDE/MINED.

Journal of Mathematics Education at Teachers College, 3(2), 12–24. Place, poverty, and algebra: A statewide comparative spatial analysis of variable relationships. Assessment & evaluation in higher education, 18(1), 9-34.

Journal for Research in Mathematics Education, 47(3), 206–232. Improving mathematics learning of kindergarten students through computer assisted instruction. Department of Education, Institute of Education Sciences. Effectiveness of reading and mathematics software products: Findings from the first student cohort (NCEE 2007-4005). Núcleo de educação a distância, maringá – pr Psicologia da aprendizagem e do desenvolvimento. How teachers taught: Constancy and change in American classrooms, 1880–1990 (2nd ed.). Computers 'do not improve' pupil results, says OECD featured on the BBC. Media will never influence learning: Educational technology research and development, 42(2), 21-29. Nuevas Ideas en InformáticaEducativa TISE.Chile. Possibilidades de uso de software educacional no processo de ensino e aprendizagem do aluno surdo. Modelos pedagógicos em educação a distância. A origem do conhecimento e a aprendizagem escolar. Therefore, the scenario is two groups of students who complete high public school with different amounts of subjects and without any practical knowledge of ICT that compromises the curricular objectives and consequently the quality of the graduated student. The results indicate that despite the efforts of the Ministry of Education and Human Development to equip secondary schools with computers, interactive whiteboards and the Internet 12 of 14 schools theoretically teach ICT for lack of computers, and there are even schools that do not teach the discipline.

In order to understand and validate the data, it was used the confrontation of the curricular objectives of the ICT discipline with the data collected in the schools, regarding not only the modality of teaching of the ICT discipline but also about the good practices of the teachers in what is refers to the use of educational software / learning objects in the teaching and learning process of other disciplines. In order to collect data in schools, it was used on-site observation and interviewed fifteen ICT teachers from the respective schools. The study aimed to understand how digital technologies as a whole are used in the teaching and learning process of Nampula city secondary schools. The article addresses an exploratory study that took place in May and June of 2017 in the fourteen public secondary schools in Nampula city, north of Mozambique.

Teorias da aprendizagem piaget pdf