Abstract:

The goal of this research is to analyze how undergraduates transform their understanding of the use of Information and Communication Digital Technologies (ICDTs) in teaching practices while developing a Material Autoral Digital Educacional (MADE) [Digital Authorial Educational Material]. Facing the fragmentation of knowledge and the underuse of digital technologies as main problems in teacher training, the research is characterized as qualitative based on Case Study. The unit of analysis consists of three interdisciplinary groups of undergraduate students enrolled in the Technoteaching discipline in the second semester of 2018 in a Public Higher Education Institution (PHEI). The research is subdivided into three stages: instrument and equipment preparation; data collection related to the development of MADE by the undergraduates to verify their previous knowledge, and analysis of the development of the MADE script, carried out between November 2019 and March 2020. There is evidence that a transformation occurred on understanding the main roles and the centralized teaching action in the teaching practices, based on the comprehension and the use of constructionism in the undergraduates' teaching practices while developing MADEs. The MADE scripts present elements about teaching comprehension focused on student's interests, using ICDT in pedagogical practices, that show the integration of students' context at the MADE themes. The research shows that the development of MADE enriches the teaching training experience of undergraduates regarding group interaction and different methodologies of teaching practices using technologies. Since 2018, the research about the use of digital technologies in an interdisciplinary teaching context is ongoing and it is intended to continue with undergraduate students enrolled in the subsequent semesters.

Keywords:

Undergraduate, Digital Technology, Teaching, Authorial.