The use of information technology in the academic environment has grown. Building different didactic techniques to help students learn and practice with Information Technology (IT) resources is common. However, applying these techniques does not necessarily mean that students may acquire knowledge. The differential idea of this work is to create an approach in which students are protagonists and not just absorbers of IT. Based on this perspective, we applied a Gestalt approach to assist students in practicing these technological resources. They produce new hardware and software tools during classes based on their personal needs and worldviews. We analyzed applications of this novel way of computer science teaching in three different schools. It was possible to observe greater motivation from the students to experience new knowledge from technological resources. The common aspect was that solutions were conceived and developed from students’ needs. The development followed a Gestalt approach, which combines the idea of form and imagination. Thus, with this approach, reactivity towards IT was reduced. It helped construct technological tools to acquire propaedeutic knowledge.

信息技术在学术环境中的使用不断增长。构建不同的教学技术来帮助学生利用信息技术 (IT) 资源进行学习和实践是很常见的。然而，应用这些技术并不一定意味着学生可以获得知识。这项工作的不同之处在于创建一种方法，让学生成为主角，而不仅仅是 IT 的吸收者。基于这个角度，我们采用了格式塔的方法来帮助学生实践这些技术资源。他们在课堂上根据个人需求和世界观制作新的硬件和软件工具。我们分析了这种新颖的计算机科学教学方式在三所不同学校的应用。可以观察到学生有更大的动力从技术资源中体验新知识。共同点是解决方案是根据学生的需求构思和开发的。该开发遵循格式塔方法，结合了形式和想象力的理念。因此，通过这种方法，减少了对 IT 的反应。它帮助构建技术工具来获取宣传知识。