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E­ PORTFOLIO­IN­EDUCATION
 ‑
PRACTICES AND REFLECTIONS

Edited by
Fernando Albuquerque Costa
Maria Adelina Laranjeiro     ...
e ­ P o r t f o l i o ­ i n­ ed ucation
  ‑
Practices and reflections
E­ PORTFOLIO­IN­EDUCATION
 ‑
PRACTICES AND REFLECTIONS

Edited by
Fernando Albuquerque Costa
Maria Adelina Laranjeiro




...
e‑Portfolio in Education. Practices and reflections;
Fernando Albuquerque Costa e Maria Adelina Laranjeiro (ed.)

isB n : ...
This publication has been carried out with the support of the European Commis‑
sion in the framework of the Project “Digit...
CONTENTS




Introduction — Electronic Portfolios: a double challenge                 009
for teachers
Fernando Albuquerqu...
Chapter 8 · ePEARL: Supporting learning using                               083
electronic portfolios
Anne Wade, Philip C....
INTRODUCTION
ELECTRONIC­PORTFOLIOS
A DOUBLE CHALLENGE FOR TEACHERS




The present publication addresses the use of digita...
imposed by the use of portfolios but also those arising from the use of digital
technologies for their accomplishment.
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E Portfolioin Education Joao Jose Saraiva Da Fonseca

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Portefólios electrónicos: um duplo desafio para os professores

A presente publicação aborda a problemática da utilização de portefólios digitais em contexto educativo e constitui uma das últimas actividades de disseminação do projecto Digifolio - Portfolio Digital como estratégia de desenvolvimento profissional dos professores, um projecto Comenius/Socrates que decorreu entre 2005 e 2008 e envolveu universidades e instituições de formação de professores de diferentes países europeus.

Tendo como núcleo central a reflexão sobre as potencialidades dos portefólios e das tecnologias digitais numa óptica de desenvolvimento profissional de professores, o projecto viria a terminar com a realização de um seminário internacional que tinha como objectivo dar a conhecer o trabalho desenvolvido, permitindo também que outros profissionais da educação contribuíssem com os seus testemunhos e reflexões sobre a referida problemática.

Embora nesta publicação apenas tenha sido possível incluir uma parte das comunicações apresentadas no encontro, parece-nos ser um conjunto representativo das reflexões e troca de ideias que aí puderam fazer os cerca de oitenta participantes oriundos de cerca de uma dezena de países onde a problemática dos portefólios electrónicos para fins educativos começa a estar na agenda do dia.

De facto, embora seja ainda muito ténue a experiência de utilização das tecnologias digitais ao serviço da criação e construção de portefólios em terreno educativo, como foi possível constatar no primeiro trabalho de levantamento e sistematização realizado nos diferentes países que integram o projecto Digifolio (Costa, Rodrigues & Peralta, 2006), são claros os sinais que apontam nessas direcção, pelo menos ao nível do discurso oficial e tanto para professores como para os próprios alunos.

Apesar das reconhecidas potencialidades nomeadamente em termos de estratégias de aprendizagem e de avaliação alternativas ao modo como tradicionalmente se organiza o trabalho escolar, na prática são diversas as dificuldades emergentes, uma vez que à óbvia exigência que a utilização de portefólios só por si implica, se vêm agora juntar as dificuldades resultantes do recurso às tecnologias digitais para a sua consecução.

Dificuldades que se colocam sobretudo aos professores que, não tendo tido preparação específica para a utilização pedagógica das novas tecnologias, necessitarão de um investimento suplementar tendo em vista o domínio das tecnologias e a compreensão de como elas poderão ajudar a alcançar os objectivos de aprendizagem delineados com a utilização desses portefólios.

É nessa linha que gostaríamos que esta obra fosse entendida, ou seja, a de permitir a reflexão quer sobre as potencialidades da utilização de portefólios ao serviço da aprendizagem, quer sobre o modo como as tecnologias digitais poderão servir esse objectivo.

Naturalmente que com abordagens e focos diferenciados e tendo como como referência contextos também muito diferentes, esperamos que os textos que a seguir se apresentam possam contribuir para a reflexão neste domínio e sejam também, no seu conjunto, um bom indicador do grau de concretização destas novas formas de ensinar e aprender.

No Capítulo 1 (Educational potential of electronic portfolios: from student learning to teacher professional )development), Maria João Gomes introduz a temática fazendo-nos perceber a importância de os portefólios serem uma estratégia de trabalho tanto para professores como para alunos e que, apesar de terem objectivos diferenciados, acabam por constituir uma oportunidade de aprendizagem em comum.

A seguir, no Capítulo 2 (Theoretical approach to the digital portfolio: a strategic method of knowledge management in the university), Maria Isabel Valdizán Garcia and Julio Mata Melo situam a problemática dos portefólios ao nível da universidade como resposta aos processos de

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Transcript of "E Portfolioin Education Joao Jose Saraiva Da Fonseca"

  1. 1. E­ PORTFOLIO­IN­EDUCATION ‑ PRACTICES AND REFLECTIONS Edited by Fernando Albuquerque Costa Maria Adelina Laranjeiro e ­ P o r t f o l i o ­ i n­ ed ucation ‑ Practices and reflections Associação de Professores de Sintra | 2008
  2. 2. e ­ P o r t f o l i o ­ i n­ ed ucation ‑ Practices and reflections
  3. 3. E­ PORTFOLIO­IN­EDUCATION ‑ PRACTICES AND REFLECTIONS Edited by Fernando Albuquerque Costa Maria Adelina Laranjeiro Associação de Professores de Sintra | 2008
  4. 4. e‑Portfolio in Education. Practices and reflections; Fernando Albuquerque Costa e Maria Adelina Laranjeiro (ed.) isB n : 978‑989‑95341‑3‑1 I — Costa, Fernando, 1958‑ II — Laranjeiro, Maria, 1950‑ ASSOCI AÇ ÃO D E P R O F E S S O R E S D E S I N T R A Praceta Francisco Ramos Costa, 13 C, Tapada das Mercês 2725‑579 Mem Martins, Portugal Tel.: 21 917 04 61 Fax.: 21 917 84 51 profsintra@netcabo.pt www.profsintra.org e‑Portfolio in Education. Practices and reflections © Associação de Professores de Sintra and the authors Book design: Pedro Serpa set in: Corbel 9/13, typeface designed by Jeremy Tankard Printed By: Imprensa de Coimbra, Lda. (Portugal) 2008 legal dePosit: 286 010/08 isBn: 978‑989‑95341‑3‑1
  5. 5. This publication has been carried out with the support of the European Commis‑ sion in the framework of the Project “Digital portfolio as a strategy for teachers’ professional development” (Socrates Programme). It reflects the views only of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein. It can be ordered from Associação de Professores de Sintra, Praceta Francisco Ramos Costa, 13 C, Tapada das Mercês, 2725‑579 Mem Martins, Portugal
  6. 6. CONTENTS Introduction — Electronic Portfolios: a double challenge 009 for teachers Fernando Albuquerque Costa & Maria Adelina Laranjeiro Chapter 1 · Educational potential of e‑portfolios: 013 from student learning to teacher professional development Maria João Gomes Chapter 2 · A theoretical approach to the digital portfolio: 021 a strategic method of knowledge management in the university Maria Isabel Valdizán Garcia & Julio Mata Melo Chapter 3 · The experience of a digital teaching portfolio 037 as an orientation factor at the University of Burgos Maria Sonia Frías González & Beatriz Izquierdo Ramírez Chapter 4 · ePortfolios and eArgumentation 053 Maria José Loureiro, António Moreira & Maria João Gomes Chapter 5 · Digital portfolio as a strategy towards teachers’ 061 professional development Maria Adelina Laranjeiro, Cristovalina Afonso & João Carlos Sousa Chapter 6 · Digital portfolio as a strategy for teacher’s professional 067 development: lessons learned from an international course Ruben Jans & Valère Awouters Chapter 7 · Analysing ICT tools for portfolio educational goals 075 Fernando Albuquerque Costa & Elisabete Cruz
  7. 7. Chapter 8 · ePEARL: Supporting learning using 083 electronic portfolios Anne Wade, Philip C. Abrami, Elizabeth Meyer & Beverley White Chapter 9 · Using the digital portfolio as support 095 in eyewitness subjects Juan Casanova Correa, Francisco Pavón Rabasco & Montserrat Vargas Vergara Chapter 10 · The use of digital portfolio in Portugal 105 Fernando Albuquerque Costa, Maria Ângela Rodrigues, Maria Helena Peralta & Mónica Raleiras
  8. 8. INTRODUCTION ELECTRONIC­PORTFOLIOS A DOUBLE CHALLENGE FOR TEACHERS The present publication addresses the use of digital portfolios in education‑ al context and it is one of the latest dissemination activities of the Digifolio project – Digital Portfolio as a strategy for teachers’ professional development, a COMENIUS 2.1 project which was carried out between 2005 and 2008. It in‑ volved several universities and teacher training institutions from five different European countries. The project, which main focus was the reflection on the potentialities of port‑ folios and digital technologies in the perspective of teachers’ professional devel‑ opment, came to its end with an international seminar which aimed at dissemi‑ nating the work produced in the frame of a previous teachers training course, as well as allowing and welcoming the contribution of other education professionals with their practices and reflections on the above‑mentioned thematic. Although it was impossible to include in this publication all the papers pre‑ sented at the international seminar, we consider the present compilation a meaningful set of the ideas exchanged and of the reflections produced, during the seminar, by the more than a hundred participants who came from thirteen countries where the subject of digital portfolios used for educational purposes starts being in the centre of most educational discussions. In fact, though the experience of using digital technologies for design‑ ing and building educational portfolios is still incipient, as it was possible to confirm in the first research survey and systematizing work carried out in the different countries involved in Digifolio project (Costa, Rodrigues & Peralta, 2006), there are clear evidences of the interest on digital portfolios in Educa‑ tion, at least in what concerns the official policies concerning either to teach‑ ers or to students. In spite of their recognized potentialities, namely as an alternative learn‑ ing and assessment strategy in relation to the traditional school work orga‑ nization, there are emergent difficulties not only related with the exigency introduction · 9
  9. 9. imposed by the use of portfolios but also those arising from the use of digital technologies for their accomplishment. These difficulties are specially felt by the teachers who didn’t have a spe‑ cific training in the use of new technologies for pedagogical purposes and need an added investment in order to develop the required competencies al‑ lowing them to use and understand how technologies can help to achieve the designed learning objectives with the use of portfolios. Thus, this publication must be read keeping in mind this perspective, al‑ lowing both the reflection upon the potentialities of the portfolios in the learn‑ ing process and the way digital technologies can help to attain that aim. With diversified approaches and different foci, having as reference very different contexts, we hope the texts now presented can somehow contribute to the reflection on this subject, being at the same time a good indicator of the concretization level of these new ways of teaching and learning. In the first Chapter (Educational potential of e‑portfolios: from student learn‑ ing to teacher professional development), Maria João Gomes introduces the subject stressing the fact that portfolios are a work strategy both for teach‑ ers and students and even though used with different aims they are a com‑ mon learning opportunity. In Chapter 2 (A theoretical approach to the digital portfolio: a strategic method of knowledge management in the university), Maria Isabel Valdizán Garcia and Julio Mata Melo deal with the subject of portfolios at university level as a re‑ sponse to the traditional learning and teaching processes and to the challenge imposed by the digital technologies in what concerns the access to knowl‑ edge, highlighting their enormous potential in this same specific aspect. In Chapter 3 (The experience of a digital teaching portfolio as an orientation factor at the University of Burgos), Maria Sonia Frí

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