What do elementary school teachers think about digitalization at school?
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https://orcid.org/0000-0002-8497-3322
Emily Sousa
https://orcid.org/0000-0003-3364-0023
Rita Brito
https://orcid.org/0000-0002-2393-2092
Fernando Albuquerque Costa
https://orcid.org/0000-0001-9604-5542
Abstract
Introduction: Born from pragmatic demands, arising from the activities that are part of the Amadora Digital Observatory set up under the Digital School Project, this work brings together intellectual interests and is developed to contribute to the construction of a broader perspective on the concept of digitalization in the school context. Objectives: Based on the principles of the phenomenological approach, the aim is to understand and describe the representations of primary education teachers about the phenomenon of digitalization at school. Methods: All elementary school teachers (grades 1-4) from the municipality of Amadora were inquired, asking them to express their opinion, in writing, about what they think a digital school is. For data analysis, inductive techniques were used, benefiting from the intersubjective agreement among researchers. Results: The study highlights three convergent analytical dimensions for understanding the phenomenon under study: strategic dimension (requirements to ensure the path towards digitalization in schools), pedagogical dimension (potential of the digital in teaching and learning), and axiological dimension (values and principles by which any school, more or less digital, should guide its action). Conclusions: From the dialogue between the analysis resulting from the empirical data and the results of previous studies, the conclusions highlight the inclusion of teachers' voices in the understanding of digitalization in the school context, as well as the complex and multifaceted nature of this phenomenon which, while not being restricted to issues of a technical nature, does not ignore them either, but places them in articulation with a set of foundations that emphasize the need to raise education to a qualitatively higher level. Beyond the theoretical contributions, the study adds elements of interest for school leaders and other agents who are involved in the development and implementation of strategies and interventions aimed at advancing digitization and digital transformation in schools.
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