M.R.C. Duran

Universidade Estadual de Londrina (BRAZIL)
The research named ICT Education 2013, conducted by the Brazilian Internet Steering Committee in Brazil (CETIC.Br), revealed that only 47% of teachers recognize the integration of Information and Communication Technologies (ICT) in the curriculum of their initial and continuing education. In order to think about the barriers and the impact of ICT in Higher Education, we guide this investigation. So, this article describes an experience in the integration of ICT in the degree course in History at the State University of Londrina, ParanĂ¡/ Brazil. In the course, the Special Teaching Topics disciplines works in the field of teaching materials and teaching plans. As a rule, we asked future teachers an analysis of textbooks adopted via PNLD (National Textbook Plan), followed by a lesson plan and comparing these materials with the texts studied during graduation. In the first half of 2014, we presented a proposal dealing with 10 digital educational resources, 10 MOOCs, and 10 distance learning educational materials. For students, we ask an analysis sheet of each of these materials. As well as lesson plan articulating each category. In this longitudinal study, legal provision, accessibility, applicability and representativeness as professional development devices were the analysis guides. The result of this work was an inventory of educational resources, digital repositories, MOOC's and educational materials for public undergraduate distance learning courses in the field of modern history, but also an overview of the main challenges to integration of ICT in the initial training, if not for the understanding and use of Digital Humanities in History.