PROBLEM-BASED LEARNING AND DIGITAL TECHNOLOGY

TEACHERS’ PERCEPTIONS

Abstract

This study aligns with current education directions when considering a context that takes into account teaching aimed at developing skills related to problem solving and the use of Digital Technologies (DT). Problem-Based Learning Strategies (PBL) and DT were the dimensions considered in this study in order to detect relationships considered by the participating teachers. Thus, the objective of this study was to identify implications of a training course, based on PBL strategies, in relation to the development of Digital Competence (DC) of teachers. From a qualitative study, using a case study, audio recording was used to collect data. Through content analysis, considering the transcriptions of interactions during the course and the considerations of each teacher in a conversation circle, after the course, it was identified that the challenges provided by the problem situation provided the development of skills for the use of DT. Teachers considered that the use and development of digital resources occur depending on the teacher's interference, however they reported that through the challenge of the problem they used and developed digital resources that they had not yet developed. One of the teachers specifically considered that PBL provides the development of DC, however, it emphasizes the problem, without considering the different stages of the strategy.