The Information and Communication Technologies (ICT) mark the work dynamics of the different contexts and the field of education is not an exception. This research aims to understand the perception that students recently integrated in university education have on best educational practices with ICT. In particular we analyzed the content of reports in which students express their reflections about experiences and previous ideas on the theme. The case study was addressed from a qualitative approach that fits in the narrative inquiry. The sample consists of 55 students aged between 18 and 37 years attending the first year of Social Education Bachelor's degree at University of Vigo (Spain). As main results and conclusions we must note that the mere use of ICT is linked by participants to best practices without questioning the combination of its use with that of innovative teaching strategies. It was found that they attach best practices with the use of very updated ICT devices and applications. Participants identify different benefits in its use related to: internet access, communication, publication and dissemination of content in a multitude of formats. As for obstacles, they highlight the high economic cost of some devices, technical difficulties, the distraction that they can produce, as well as the loss of personal contact and time. They are also able to extrapolate the use of what they consider best practices with ICT to some aspect of the work of their future profession.

A problemática subjacente ao estudo considera que a integração de recursos educativos de tipologia diversa, assim como a evidência da sua quantidade, revela uma forma de atuar da qual derivam, entre outros aspetos, as estratégias didáticas que envolvem o processo formativo. Por este motivo, neste estudo, pretende-se principalmente descobrir quais são, em geral, os recursos utilizados no Ensino Secundário e, em particular, na disciplina de Matemática, assim como conhecer os relativos às TIC. Trata-se de uma investigação por estudo de caso, tendo-se utilizado o questionário como instrumento para a recolha de dados, envolvendo 97 alunos do Norte de Portugal. Como conclusão, ressalta-se que os recursos educativos mais utilizados nas diferentes disciplinas continuam a ser os manuais e as fichas de trabalho, apesar de não motivarem os alunos. A mesma realidade está patente nas aulas de Matemática, usando-se apenas pontualmente algum outro recurso, como a calculadora gráfica, os computadores e a Internet.Palavras-chaveRecursos educativos; TIC; Ensino Secundário; Matemática

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