BLOG AS A PEDAGOGICAL TOOL: AN EXPERIENCE IN CHEMISTRY TEACHING

The purpose of this text is to reflect on pedagogical experiences with the use of digital information and communication technologies (DICT), in specific use of blog, in the teaching of Chemistry. The planned experience took place over two months and was carried out in high school classes of public school. Other technological determinist theories affirm that the technologies are the responsible to determine the socio-historical directions of the context. The results showed that the structural conditions of classroom, computer lab and internet access at home greatly influence the achievement of activities using digital technologies. On the part of the students, it was observed that their engagement is not directly linked to the use of a TDIC, but to the type of activity that is performed through them. Thus, the blog, when used pedagogically, can motivate the interest of the students, but the fact of being an intemet tool does not guarantee this. It is possible to conclude, therefore, that theories directed at technological determinism are questionable, since only the presence of technology can not meet the pedagogical needs of the educational process; It continues to depend on the teaching action and the learning situation.