Aprendizagem mediada por computador à luz da Teoria da Atividade

Abstract

This study investigates language teacher development courses with an emphasis on the use of computers for the production of teaching materials. Seventy-three teachers from different parts of Brazil are observed in four courses, three in traditional on-campus classes and one in a distance learning situation. The interaction between teachers and the computer, tutors and colleagues is recorded through field notes, reports written by the teachers, interviews, e-mails, chats and forums. The procedures used were lectures, administered by the course teacher, laboratory sessions, with practical classes on materials production, and demonstration sessions, both on video or by the course tutors, showing the objectives of each activity and the steps that should be taken for its production. The data were analyzed on the light of Activity Theory, considering the role played by awareness of the objective, commitment for appropriating the tool and interaction with peers and other members of the community in which the teachers were inserted. The results showed that the most successful teachers, in each course, were the ones who managed to have a clear view of the objective, demonstrated better command of the tool that was used and searched for help from both peers and tutors to solve problems. The conclusion is that Activity Theory predicts and explains in an adequate way each of these aspects. Key words: distance learning, CALL, Activity Theory.