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Apresentação das medidas sobre competências TIC para alunos e professores em Portugal

Apresentação das medidas sobre competências TIC para alunos e professores em Portugal

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CEMIE 2012 Presentation Transcript

  • 1. Teaching and learning with ICT in the 21st century: two instruments of the PANEL TECNOLOGÍAS DE educational policy in LA INFORMACIÓN YLA COMUNICACIÓN Portugal fernando albuquerque costa | fc@ie.ul.pt instituto de educação http://aprendercom.org/miragens/
  • 2. Policy VISION Reality
  • 3. “it is about to get it [the dream] more possible!” Seymour Papert
  • 4. INITIAL TEACHER TRAINING COMPUTER ACCESS DIGITAL RESSOURCES PROFESSIONAL DEVELOPMENT CURRICULUM I&D … SCHOOL MANAGEMENT INCENTIVESfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 5. MAIN QUESTIONS  Which competences of students?  Which competences of teachers?  With which teacher training model?  With which implications for the curriculum?
  • 6. CURRICULUM Learning outcomes project www.metasdeaprendizagem.min-edu.pt/fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 7. CURRICULUM VISION EVIDENCES  ICT could add value…  ICT meaning innovation of Very poor, superficial learning processes and unclear role of  ICT much more than an ICT in the national instrumental support of learning subjects curriculum, independ  ICT as a set of transversal ently of the subject competencies areas.  ICT as a tool for both individual and social (Cruz, 2010) development of students (citizens)… (Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 8. ICT CURRICULUM DOMAINS Information Production, access Knowledge Safety Communication, Interactionfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 9. CURRICULUM INFORMATION.. Ability to search for and process information pursuant to concrete objectives: data search, selection, analysis and summarizing. COMMUNICATION.. Ability to communicate, interact and collaborate using online communication tools and environments as self-learning strategies and as a means to help others to learn. PRODUCTION.. Ability to organise knowledge through work processes that use the digital means available and to develop innovative products and practices. SAFETY. Ability to use digital resources in compliance with safety standards.fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 10. CURRICULUM (STRAND I) (STRAND II) (STRAND III) Knowing To learn the To think, to to use curriculum decide, to act META-LEARNING INFORMATION TECNOLOGY SKILLS SELF ASSESSMENT COMMUNICATION SELF REGULATION PRODUCTION SELF EXPRESSION CREATIVITY SAFETY ETHICS… (Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 11. ICT CURRICULUM ICT learning outcomes framework TRANSVERSAL LEARNING COMPETENCES (III) Meta Self Self Self ICT SKILLS (I) learning assessmenT regulation expression Criativity Ethics INFORMATION (to know what, how, Scientifique Scientifique Scientifique Scientifique Scientifique Scientifique subject where, whoom, with what subject area subject area subject area subject area subject area COMPETENCES (II) area TRANSVERSAL ICT tools) COMUNICATION Scientifique (to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique subject subject area subject area subject area subject area subject area what tools, to be) area PRODUCTION (CREATION) Scientifique (to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique subject subject area subject area subject area subject area subject area what tools, to be) area SECURITY Scientifique (to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique subject what tools, to be) subject area subject area subject area subject area subject area areafernando albuquerque costa | universidade de lisboa | instituto de educação
  • 12. TEACHERS PROFESSIONAL DEVELOPMENT www.pte.gov.pt/pte/PT/Projectos/Projecto/Documentos/index.htm?proj=47
  • 13. TEACHERS PROFESSIONAL DEVELOPMENT EVIDENCES I  Technology is not an integrated resource within teaching activities.  Using ICT without a full understanding of learning principles.  Knowing how to use computers but not in the classroom with their pupils.  ICT did not significantly change the attitudes, roles and ways of teaching and learning. (PERALTA, 2002)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 14. TEACHERS PROFESSIONAL DEVELOPMENT EVIDENCES II  Lack of confidence… Lack of support…  A “negative emotional connotation on the relation to technology”…  Not feeling competent enough to cope with the changes ICT compels them to…  Too little time and too much to do…  Organizational constraints at school  The inappropriate or insufficient training… (PERALTA, 2002)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 15. TEACHERS PROFESSIONAL DEVELOPMENT EVIDENCES VISION  Isomorphism Teachers are  Teacher training centered inadequately on the school, determined prepared to by curricular issues understand and apply  ICT meaning innovation of ICT to curriculum. methodological processes Inadequacy of  Collaborate and share  Long life learning traditional teacher  Special attention to 2nd training models. order barriers… (Peralta, 2002; Costa, 2005, 2008) (Costa, F. (Coord.) 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 16. TEACHERS PROFESSIONAL DEVELOPMENT ICT levels of certification of teachersfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 17. TEACHERS PROFESSIONAL DEVELOPMENT Pillars of the teachers training model VISION sharing supervision support ATTITUDES PRACTICE (Costa & Viseu, 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 18. TEACHERS PROFESSIONAL DEVELOPMENT Roadmap Reflectes about the process, outcomes, add for the teacher values, difficulties, Interacts and changes… shares with  colleagues and trainer REFLECTION Experiments With the with the students  INTERACTION support of trainers decides what to do, how to do…  PRACTICE The Teacher builds sharing “his” “her” RATIONALE  PLAN supervision support  VISION (Costa & Viseu, 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 19. TEACHERS PROFESSIONAL DEVELOPMENT "IT is truly a revolutionary technology that, if properly used, could change education significantly.” “it is the pedagogical way in which it is used that makes the difference.” (Salomon, 2002)
  • 20. TEACHERS + STUDENTS COMPETENCES Some crucial assumptions ICT as teacher tool >> ICT as student tool ICT to do the same >> ICT to do different ICT as reproduction >> ICT as production ICT as a learning subject >> ICT as a mindtool Superficial learning >> Deep learningfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 21. REFERENCES Costa, F. (2010) Metas de Aprendizagem na área das TIC: Aprender Com Tecnologias. in Fernando Costa et al (2010). I Encontro Internacional TIC e Educação. Inovação Curricular com TIC. Lisboa. Instituto de Educaçãoo da Universidade de Lisboa. (931-936). (http://aprendercom.org/miragens/wp-content/uploads/2010/11/398.pdf) COSTA, F. (Coord.) (2008). Competências TIC. Estudo de Implementação. Vol. I. Lisboa: GEPE-Ministério da Educação. Costa, F. (2005). About the Portuguese reality of ICT in education, Interactive Educational Multimedia (Vol. 11, Editorial).(http://www.ub.es/multimedia/iem/) Costa, F., Cruz, E., Belchior, M., Fradão, S., Soares, F., & Trigo, V. (2010). Metas de Aprendizagem na área das TIC. DGIDC/MEhttp://www.metasdeaprendizagem.min- edu.pt/ensino-basico/metas-de-aprendizagem/) Costa, F. & Viseu, S. (2008). Action and reflection – nuclear strategies of teacher training for ICT use. The Learning Teacher Journal, vol. 2, n.2, 27-44. Cruz, E. (2010). Análise da Integração das TIC no Currículo Nacional do Ensino Básico. Dissertação de Mestrado em Ciências da Educação. Especialidade em Tecnologias Educativas. Faculdade de Psicologia e de Ciências da Educação. Universidade de Lisboa. Salomon, G. (2002). Technology and pedagogy: Why dont we see the promised revolution? Educational Technology, 71-75. Peralta, H. (2002). Qualitative research into tracing (elements of) current/perspective innovatory practices (IPETCCO, Project: 87714 – CP – 1 – 2000 – GR – Minerva – ODL). Lisbon: Faculdade de Psicologia e de Ciências da Educação - Universidade de Lisboa.
  • 22. http://aprendercom.org/miragens/ Thank You! fernando albuquerque costa | fc@ie.ul.ptUNIVERSITY OF LISBON | INSTITUTE OF EDUCATION