TECHNOLOGICAL RESOURCES IN TEACHING: PERCEPTIONS AND PRACTICES OF GEOGRAPHY TEACHERS IN HUAMBO, ANGOLA

Abstract

This study aimed to analyse the perceptions and practices of Geography teachers in the use of technological resources in the teaching-learning process of this subject at Liceu Comandante Vilinga, in the Huambo province. Using a qualitative and quantitative approach, data collection involved questionnaires applied to students and Geography teachers. The analysis was carried out using SPSS software, which provided a quantitative analysis of the collected data. The results point to a gap between the theoretical knowledge of teachers about digital tools and their effective implementation in the classroom, due to their lack of familiarity with spatial analysis technological tools, insufficient handling skills, and inadequate infrastructure. Teachers still predominantly rely on traditional teaching methods, such as geographic maps, globes, and posters. The study suggests that educational policies should prioritize technological updates in schools, including the acquisition of equipment, continuous training of teachers in teaching technologies applied to each subject, and the creation of digital learning environments that allow students to explore and analyse geographic content interactively and dynamically, promoting more meaningful learning. Additionally, the integration of technological resources can help develop critical and analytical skills in students, better preparing them for the challenges of the modern world, as well as stimulating interest in the field of Geography and related areas.