Educational changes in a collaborative work context mediated by communication and information technologies

Abstract

This study investigates indications of changes in teaching practices and development in a public school where math teachers, together with an external agent, have formed a collaborative group aiming at introducing communication and information technologies in the pedagogical practice. Learning in a collaborative context is approached and involved participating teachers who were interviewed after being observed during their teaching practice in the classroom and during the group meetings. The study shows that the combination between collaborative work, reflections about their own teaching practice and use of communication and information technologies as teaching tools can decisively contribute for students’ learning and teachers’ professional development, as well as for the generation of a new teaching culture.