Abstract:

This study presents a practice-based pedagogical approach implemented in the curricular unit “Portuguese Language and ICT” (LPTIC), offered to final-year students of the Bachelor’s Degree in Basic Education in Portugal. The unit was designed to develop students’ digital competences and to promote the meaningful integration of ICT tools into the teaching of Portuguese language across early childhood, primary and lower secondary education. Grounded in a learning-by-doing methodology, the course combined experimentation, collaborative work and critical reflection, supported by a blended learning environment using Moodle.

Throughout the semester, students engaged in several technology-enhanced tasks, including the creation of a digital portfolio, the development of an educational digital game, the production of a demonstrative video, and a final critical reflection. These artefacts were analysed qualitatively through thematic content analysis of the students’ reflections. Five main categories emerged: perceived innovation of the curricular unit, learning community dynamics, understandings of ICT in education, challenges and difficulties encountered, and perceived impact on teacher education.

Findings indicate that students valued the practical and exploratory nature of the course, recognising ICT as a catalyst for more dynamic, interactive and inclusive language learning. They reported significant gains in digital pedagogical competences and an increased awareness of the intentional and ethical use of technology in educational contexts. Although students acknowledged challenges related to technical limitations, group coordination and workload management, they highlighted the importance of collaboration and peer support in overcoming such barriers.

The study reinforces the relevance of integrating structured, practice-oriented ICT experiences in initial teacher education. Implications for future implementation include the need for more flexible timelines, simplified assessment rubrics and more detailed summative feedback. Overall, the LPTIC unit contributed to preparing future teachers to design pedagogically meaningful digital learning experiences and to reflect critically on the role of technology in language education.

Keywords:

ICT in Education, Portuguese Language Teaching, Initial Teacher Education, Digital Pedagogical Competences, Technology-Enhanced Learning.