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

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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS

  1. 1. Public policies about Training and Digital Technologies in the schools from Brasil and Portugal<round table><br />THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS<br />fernando albuquerque costa | fc@ie.ul.pt<br />instituto de educação<br />http://aprendercom.org/miragens/<br />
  2. 2. Policy<br />VISION<br />Reality<br />
  3. 3. “itisaboutto getit[thedream]more possible!”<br />[thedream] <br />Seymour Papert<br />
  4. 4. SUMMARY<br />&<br />scope<br />sequence<br />THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  5. 5. COMPUTER ACCESS<br />DIGITAL RESSOURCES<br />INITIAL TEACHER TRAINING<br />CURRICULUM<br />I&D<br />PROFESSIONAL DEVELOPMENT<br />scope<br />SCHOOL MANAGEMENT<br />INCENTIVES<br />…<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  6. 6. fernando albuquerque costa | universidade de lisboa | instituto de educação<br />sequence<br />1985<br />2008<br />2010<br />
  7. 7. MAIN QUESTIONS<br /><ul><li>Which competences of students?
  8. 8. Which competences of teachers?
  9. 9. With which teacher training models?
  10. 10. Which implications for the curriculum?</li></li></ul><li>CURRICULUM<br />Learning outcomesprojet<br />www.metasdeaprendizagem.min-edu.pt/<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  11. 11. CURRICULUM<br />V I S I O N<br /><ul><li>ICT could add value…
  12. 12. ICT meaning innovation of learning processes
  13. 13. ICT much more than an instrumental support of learning subjects
  14. 14. ICT as a set of transversal competencies
  15. 15. ICT as a tool for both individual and social development of students (citizens)…</li></ul>EVIDENCES<br />Very poor, superficial and unclear role of ICT in the national curriculum, independently of the subject areas.<br />(Cruz, 2010)<br />(Costa, 2010)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  16. 16. CURRICULUM<br />Production,<br />Knowledge<br />Informationaccess<br />Safety<br />Communication,Interaction<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  17. 17. CURRICULUM<br />INFORMATION.. Ability to search for andprocessinformationpursuant to concrete objectives: data search, selection, analysisandsummarizing. <br />COMMUNICATION.. Ability to communicate, interactandcollaborateusing online communicationtoolsandenvironments as self-learningstrategiesand as a means to helpothers to learn.<br />PRODUCTION.. Ability to organiseknowledgethroughwork processes that use the digital meansavailableand to developinnovativeproductsandpractices. <br />SAFETY.Ability to use digital resourcesincompliancewithsafety standards. <br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  18. 18. CURRICULUM<br />(STRAND II)<br />(STRAND I)<br />(STRAND III)<br />To think, to decide, to act<br />Knowingto use<br />To learnthecurriculum<br />META-LEARNING<br />INFORMATION<br />SELF ASSESSMENT<br />COMMUNICATION<br />SELF REGULATION<br />TECNOLOGY SKILLS <br />SELF EXPRESSION<br />PRODUCTION<br />CREATIVITY<br />SAFETY<br />ETHICS…<br />(Costa, 2010)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  19. 19. CURRICULUM<br />ICT learningoutcomesframework<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  20. 20. CURRICULUM<br />Pre-schoollearningoutcomesexample<br />INFORMATION-Ability to search for and process data according to specific objectives: data research, selection, analysis and summarizing.<br />At the end of pre-school the child:<br /><ul><li>Explores games and other playful activities, by accessing programmes and webpages provided by the adult on the computer desktop.
  21. 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. 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. </li></ul>fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  23. 23. TEACHERS PROFESSIONAL DEVELOPMENT<br />
  24. 24. TEACHERS PROFESSIONAL DEVELOPMENT<br />EVIDENCES I<br /><ul><li>Technology is not an integrated resource within teaching activities.
  25. 25. Using ICT without a full understanding of learning principles.
  26. 26. Knowing how to use computers but not in the classroom with their pupils.
  27. 27. ICT did not significantly change the attitudes, roles and ways of teaching and learning.</li></ul>(PERALTA, 2002)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  28. 28. TEACHERS PROFESSIONAL DEVELOPMENT<br />EVIDENCES II<br /><ul><li>Lack of confidence… Lack of support…
  29. 29. A “negative emotional connotation on the relation to technology”…
  30. 30. Not feeling competent enough to cope with the changes ICT compels them to…
  31. 31. Too little time and too much to do…
  32. 32. Organisationalconstraints at school
  33. 33. The inappropriate or insufficient training they had …</li></ul>(PERALTA, 2002)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  34. 34. TEACHERS PROFESSIONAL DEVELOPMENT<br />V I S I O N<br />EVIDENCES<br /><ul><li>Isomorphism
  35. 35. Teacher training centered on the school, determined by curricular issues
  36. 36. ICT meaning innovation of methodological processes
  37. 37. Collaborate and share
  38. 38. Long life learning
  39. 39. Special attention to 2ndorder barriers…</li></ul>Teachers are inadequately prepared to understand and apply ICT to curriculum.<br />Inadequacy of traditional teacher training models.<br />(Costa, F. (Coord.) 2008)<br />(Peralta, 2002; Costa, 2005, 2008)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  40. 40. TEACHERS PROFESSIONAL DEVELOPMENT<br />ICT levelsofcertificationofteachers<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  41. 41. TEACHERS PROFESSIONAL DEVELOPMENT<br />ICT competencesframework<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  42. 42. TEACHERS PROFESSIONAL DEVELOPMENT<br />Pillarsof the teacherstrainingmodel<br />VISION<br />sharing<br />supervision<br />support<br />ATTITUDES<br />PRACTICE<br />(Costa & Viseu, 2008)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  43. 43. TEACHERS PROFESSIONAL DEVELOPMENT<br />Reflectes about the process, outcomes, add values, difficulties, changes…<br />Roadmapfor the teacher<br />Interactsand shares withcolleaguesandtrainer<br /><br />REFLECTION<br />Experiments with the students<br /><br />INTERACTION<br />With the support of trainers decides what to do, how to do…<br /><br />PRACTICE<br />sharing<br />TheTeacherbuilds “his” “her” RATIONALE<br /><br />supervision<br />PLAN<br />support<br /><br />VISION<br />(Costa & Viseu, 2008)<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  44. 44. TEACHERS PROFESSIONAL DEVELOPMENT<br />"IT is truly a revolutionary technology that, if properly used, could change education significantly.”<br />“itisthepedagogicalway in whichitisusedthatmakesthedifference.”<br />(Salomon, 2002)<br />
  45. 45. TEACHERS + STUDENTS COMPETENCES<br />Some crucial assumptions<br />ICT as teacher tool >> ICT as student tool<br />ICT to do the same >> ICT to do different<br />ICT as reproduction >> ICT as production<br />ICT as a learning subject >> ICT as a mindtool<br />Superficial learning >> Deep learning<br />fernando albuquerque costa | universidade de lisboa | instituto de educação<br />
  46. 46. REFERENCES<br />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)<br />COSTA, F. (Coord.) (2008). Competências TIC. Estudo de Implementação. Vol. I. Lisboa: GEPE-Ministério da Educação.<br />Costa, F. (2005). Aboutthe Portuguese realityof ICT ineducation, InteractiveEducationalMultimedia (Vol. 11, Editorial).(http://www.ub.es/multimedia/iem/)<br />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/)<br />Costa, F. & Viseu, S. (2008). Actionandreflection – nuclear strategiesofteachertraining for ICT use. TheLearningTeacherJournal, vol. 2, n.2, 27-44.<br />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.<br />Salomon, G. (2002). Technologyandpedagogy: Whydon'tweseethepromisedrevolution? EducationalTechnology, 71-75.<br />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.<br />
  47. 47. “Trata-se de ver como torná-lo [o sonho] mais possível!”<br />[o sonho] <br />Seymour Papert<br />
  48. 48. http://aprendercom.org/miragens/<br />Thank You!<br />fernando albuquerque costa | fc@ie.ul.pt<br />UNIVERSITY OF LISBON | INSTITUTE OF EDUCATION<br />

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