Abstract:

Educational interventions using digital tools have been increasingly more frequent, but the assessment of their effects often neglects aspects related to the social validity of the intervention, which is especially relevant for ensuring participant engagement. Research data regarding teachers' perception of the use of digital resources in learning show that often they do not feel prepared for the new educational responsibilities/tasks, and consider the traditional system more reliable. Both teachers and parents express concerns regarding possible exposure to inappropriate content, plagiarism risks, and physical well-being impacts. However, research also suggests that they have more favorable opinions regarding the use of digital resources compared to parents. The "Ensinar e Aprender Português" (Teaching and Learning Portuguese) is a recent digital tool aimed at teaching reading and writing in the 1st cycle of basic education in Portugal (Grades 1-4). It allows for the identification of students at risk of reading and writing learning difficulties, enhancing a multi-level intervention approach in line with current Portuguese educational legislation. The aim of this research was to evaluate teachers' perception of teaching/learning reading and writing using the digital resource "Ensinar e Aprender Português", regarding its objectives, procedures, and perceived effects of the intervention. Ten teachers of students who used this resource in the 1st grade participated in this study. The questionnaire "Ensinar e Aprender Português: teachers' opinion" was developed to assess the dimensions of social validity. Teachers' perception of specific functionalities such as different didactic sequences and screening and monitoring tests was also assessed. The results suggest positive perception of teachers in the four defined areas of social validity: procedures, objectives, school-related perceived effects and perceived effects on school-family cooperation. In the future, it is important to expand the sample of teachers, evaluate the perception of other stakeholders, and complement the analysis of EAP's social validity with objective measures of reading and writing assessment.

Keywords:

Social validity, digital resources, reading, writing.