DIGITAL TECHNOLOGIES IN PEDAGOGICAL ACTIVITIES REGARDING ANGOLAN HIGHER EDUCATION: CHARACTERISATION OF TEACHERS' PRACTICES BASED ON THE SAMR MODEL

Abstract

This article addresses digital technologies in pedagogical activities in Angolan higher education. We used empirical data from 12 (twelve) lessons observed at the Faculty of Social Sciences and Humanities of the University of Namibe through Puentedura's SAMR model. The research had the following objectives: (i) to analyse how Angolan teachers use digital technologies in their pedagogical activities; (ii) to characterise the phase of the SAMR model of digital technology use in which teachers are. The research is qualitative; non-participant observation was used for data collection through a lesson observation grid. The data presented showed that the observed teachers use the computer and projetor to assist them in class in delivering the contents in PowerPoint slides. They share with the students through data storage devices such as a USB flash drive or smartphone. We also concluded that the teachers observed are in the replacement phase (in the SAMR model), i.e., the replacement of chalk, blackboard, and paper by digital technologies, such as the teacher's personal computer, PowerPoint presentation and overhead projetor.