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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERS
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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS

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Participation in the round table of the ICEM-SIIE 2011. Aveiro, Portugal: Public policies about Training and Digital Technologies in the schools from Brasil and Portugal …

Participation in the round table of the ICEM-SIIE 2011. Aveiro, Portugal: Public policies about Training and Digital Technologies in the schools from Brasil and Portugal

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  • 1. 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/
  • 2. Policy
    VISION
    Reality
  • 3. “itisaboutto getit[thedream]more possible!”
    [thedream]
    Seymour Papert
  • 4. SUMMARY
    &
    scope
    sequence
    THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 5. COMPUTER ACCESS
    DIGITAL RESSOURCES
    INITIAL TEACHER TRAINING
    CURRICULUM
    I&D
    PROFESSIONAL DEVELOPMENT
    scope
    SCHOOL MANAGEMENT
    INCENTIVES

    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 6. fernando albuquerque costa | universidade de lisboa | instituto de educação
    sequence
    1985
    2008
    2010
  • 7. MAIN QUESTIONS
    • Which competences of students?
    • 8. Which competences of teachers?
    • 9. With which teacher training models?
    • 10. Which implications for the curriculum?
  • CURRICULUM
    Learning outcomesprojet
    www.metasdeaprendizagem.min-edu.pt/
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 11. CURRICULUM
    V I S I O N
    • ICT could add value…
    • 12. ICT meaning innovation of learning processes
    • 13. ICT much more than an instrumental support of learning subjects
    • 14. ICT as a set of transversal competencies
    • 15. 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)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 16. CURRICULUM
    Production,
    Knowledge
    Informationaccess
    Safety
    Communication,Interaction
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 17. 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.
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 18. 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)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 19. CURRICULUM
    ICT learningoutcomesframework
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 20. 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.
    • 21. 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.
    • 22. 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.
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 23. TEACHERS PROFESSIONAL DEVELOPMENT
  • 24. TEACHERS PROFESSIONAL DEVELOPMENT
    EVIDENCES I
    • Technology is not an integrated resource within teaching activities.
    • 25. Using ICT without a full understanding of learning principles.
    • 26. Knowing how to use computers but not in the classroom with their pupils.
    • 27. 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
  • 28. TEACHERS PROFESSIONAL DEVELOPMENT
    EVIDENCES II
    • Lack of confidence… Lack of support…
    • 29. A “negative emotional connotation on the relation to technology”…
    • 30. Not feeling competent enough to cope with the changes ICT compels them to…
    • 31. Too little time and too much to do…
    • 32. Organisationalconstraints at school
    • 33. The inappropriate or insufficient training they had …
    (PERALTA, 2002)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 34. TEACHERS PROFESSIONAL DEVELOPMENT
    V I S I O N
    EVIDENCES
    • Isomorphism
    • 35. Teacher training centered on the school, determined by curricular issues
    • 36. ICT meaning innovation of methodological processes
    • 37. Collaborate and share
    • 38. Long life learning
    • 39. 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)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 40. TEACHERS PROFESSIONAL DEVELOPMENT
    ICT levelsofcertificationofteachers
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 41. TEACHERS PROFESSIONAL DEVELOPMENT
    ICT competencesframework
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 42. TEACHERS PROFESSIONAL DEVELOPMENT
    Pillarsof the teacherstrainingmodel
    VISION
    sharing
    supervision
    support
    ATTITUDES
    PRACTICE
    (Costa & Viseu, 2008)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 43. TEACHERS PROFESSIONAL DEVELOPMENT
    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)
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 44. TEACHERS PROFESSIONAL DEVELOPMENT
    "IT is truly a revolutionary technology that, if properly used, could change education significantly.”
    “itisthepedagogicalway in whichitisusedthatmakesthedifference.”
    (Salomon, 2002)
  • 45. 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
    fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 46. 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.
  • 47. “Trata-se de ver como torná-lo [o sonho] mais possível!”
    [o sonho]
    Seymour Papert
  • 48. http://aprendercom.org/miragens/
    Thank You!
    fernando albuquerque costa | fc@ie.ul.pt
    UNIVERSITY OF LISBON | INSTITUTE OF EDUCATION

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