THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS

Public policies about Training and Digital Technologies in the schools from Brasil and Portugal<round table>
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS
fernando albuquerque costa | fc@ie.ul.pt
instituto de educação
http://aprendercom.org/miragens/

Policy
VISION
Reality

“itisaboutto getit[thedream]more possible!”
[thedream]
Seymour Papert

SUMMARY
&
scope
sequence
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS
fernando albuquerque costa | universidade de lisboa | instituto de educação

COMPUTER ACCESS
DIGITAL RESSOURCES
INITIAL TEACHER TRAINING
CURRICULUM
I&D
PROFESSIONAL DEVELOPMENT
scope
SCHOOL MANAGEMENT
INCENTIVES
…

sequence
1985
2008
2010

MAIN QUESTIONS
Which competences of students?
Which competences of teachers?
With which teacher training models?
Which implications for the curriculum?

CURRICULUM
Learning outcomesprojet
www.metasdeaprendizagem.min-edu.pt/

CURRICULUM
V I S I O N
ICT could add value…
ICT meaning innovation of learning processes
ICT much more than an instrumental support of learning subjects
ICT as a set of transversal competencies
ICT as a tool for both individual and social development of students (citizens)…
EVIDENCES
Very poor, superficial and unclear role of ICT in the national curriculum, independently of the subject areas.
(Cruz, 2010)
(Costa, 2010)

CURRICULUM
Production,
Knowledge
Informationaccess
Safety
Communication,Interaction

CURRICULUM
INFORMATION.. Ability to search for andprocessinformationpursuant to concrete objectives: data search, selection, analysisandsummarizing.
COMMUNICATION.. Ability to communicate, interactandcollaborateusing online communicationtoolsandenvironments as self-learningstrategiesand as a means to helpothers to learn.
PRODUCTION.. Ability to organiseknowledgethroughwork processes that use the digital meansavailableand to developinnovativeproductsandpractices.
SAFETY.Ability to use digital resourcesincompliancewithsafety standards.

CURRICULUM
(STRAND II)
(STRAND I)
(STRAND III)
To think, to decide, to act
Knowingto use
To learnthecurriculum
META-LEARNING
INFORMATION
SELF ASSESSMENT
COMMUNICATION
SELF REGULATION
TECNOLOGY SKILLS
SELF EXPRESSION
PRODUCTION
CREATIVITY
SAFETY
ETHICS…
(Costa, 2010)

CURRICULUM
ICT learningoutcomesframework

CURRICULUM
Pre-schoollearningoutcomesexample
INFORMATION-Ability to search for and process data according to specific objectives: data research, selection, analysis and summarizing.
At the end of pre-school the child:
Explores games and other playful activities, by accessing programmes and webpages provided by the adult on the computer desktop.
Identifies necessary information in off-line and on-line digital resources (matching pairs, synonyms and opposites, colours and sizes, etc.), provided by the adult on the computer desktop.
Organises information into categories and classes according to common attributes (games related to food, objects, activities, etc.), using off-line and on-line resources provided by the adult on the computer desktop.

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)

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…
Organisationalconstraints at school
The inappropriate or insufficient training they had …
(PERALTA, 2002)

V I S I O N
EVIDENCES
Isomorphism
Teacher training centered on the school, determined by curricular issues
ICT meaning innovation of methodological processes
Collaborate and share
Long life learning
Special attention to 2ndorder barriers…
Teachers are inadequately prepared to understand and apply ICT to curriculum.
Inadequacy of traditional teacher training models.
(Costa, F. (Coord.) 2008)
(Peralta, 2002; Costa, 2005, 2008)

ICT levelsofcertificationofteachers

ICT competencesframework

Pillarsof the teacherstrainingmodel
VISION
sharing
supervision
support
ATTITUDES
PRACTICE
(Costa & Viseu, 2008)

Reflectes about the process, outcomes, add values, difficulties, changes…
Roadmapfor the teacher
Interactsand shares withcolleaguesandtrainer

REFLECTION
Experiments with the students

INTERACTION
With the support of trainers decides what to do, how to do…

PRACTICE
sharing
TheTeacherbuilds “his” “her” RATIONALE

supervision
PLAN
support

VISION
(Costa & Viseu, 2008)

"IT is truly a revolutionary technology that, if properly used, could change education significantly.”
“itisthepedagogicalway in whichitisusedthatmakesthedifference.”
(Salomon, 2002)

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 learning

REFERENCES
Costa, F. (2010) Metas de Aprendizagemnaárea das TIC: Aprender Com Tecnologias. in Fernando Costa et al (2010). I EncontroInternacional 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). Aboutthe Portuguese realityof ICT ineducation, InteractiveEducationalMultimedia (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). Actionandreflection – nuclear strategiesofteachertraining for ICT use. TheLearningTeacherJournal, 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). Technologyandpedagogy: Whydon'tweseethepromisedrevolution? EducationalTechnology, 71-75.
Peralta, H. (2002). Qualitativeresearchintotracing (elementsof) current/perspective innovatorypractices(IPETCCO, Project: 87714 – CP – 1 – 2000 – GR – Minerva – ODL). Lisbon: Faculdade de Psicologia e de Ciências da Educação - Universidade de Lisboa.

“Trata-se de ver como torná-lo [o sonho] mais possível!”
[o sonho]
Seymour Papert

http://aprendercom.org/miragens/
Thank You!
fernando albuquerque costa | fc@ie.ul.pt
UNIVERSITY OF LISBON | INSTITUTE OF EDUCATION

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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS

by Fernando Albuquerque Costa on Oct 02, 2011

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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS — Presentation Transcript