As you remember, one of the most relevant skills for 21st century were the digital skills. However national and international reports were identifying lack of kownledge and low levels of teachers’confidence in using ICT in their teaching practices. So we can see that a significant investment needed to be made in changing teacher education, which involves initial teacher training as well as in-service teachers’ professional development. That was the moment when our Ministry of Education decided to implement a Modernization Plan for Education: the technological plan for Education. This happened in many countries. Yet most of these programs didn’t fully addressed the teachers need for ICT-related training. And the ones that did, only focus on in-service teachers. University departments of education were not seen as stakeholders in this process of developing new teaching and learning practices in the classrooms. Then as now the efforts made to integrate technology in teachers’ training curriculum in universities are still scarce. In 2011, we analyzed the tendencies in the national policies regarding ICT in teacher education in 14 European countries and the conclusions were far from satisfactory. In a large set of countries ICT is not mandatory in the initial teacher education programs.
At the same moment, a new idea were being spread…
A lot of research has been developed around this concepts in order it prove or to deny it. I would like to share with you some other relevant studies that supports our way of seing what must be developed in this active learning center. A study developed with 409 post-secondary students in various faculties concluded that the digital proficiency of university students is not always high. It differes in gender, economic status and family income. Men from high income families presented the highest levels of digital proficiency. Let me remind you that in most of the European countries preservice students tend to be women who came from middle socioeconomic status families.
Also international reports identify that the levels of ICT integration in teaching-learning activities were not higher in ‘novice teachers’. Teachers in the age group of 35 to 45 years old were the ones mostly involved in ICT related initiatives. The reason for that is that young teachers invest most of their time in mastering curricular contents and in managing classroom behaviors. Experienced teachers are more confident about subject and students’ management, and this allow them to focus on other issues, such as to innovate and explore how to improve their lessons. So the idea that a new generation of ‘digital-native’ teachers were come into schools didn’t find any support in research. I mean scientific research, evidence-based research!!
Although pre-service teachers were very proficient in using basic technology for personal purposes, their scope of technology use was limited and they didn´t have any experience in using classroom technologies.
O Projeto Future Teacher
E-ducation Lab é uma iniciativa
pioneira no contexto do ensino
Pretende-se criar um espaço multifunções onde
pedagogia e tecnologias interajam em proveito da
modernização dos processos de formação
Learning Space Performance Rating
System (Felix & Brown, 2011)
SIN conceptual model
stimulation, individuality and naturalness
(Barret, Davies, Zhang, Moffat & Kobbacy, 2013)
Estes modelos assumem um
• Estrutura modular e organização espacial
promotora de variadas dinâmicas de atividade
• Uma multiplicidade de ferramentas
tecnológicas e mobiliário flexível
• Preocupações com a qualidade do ambiente,
(temperatura, luminosidade e acústica)
• integração relacional com os objetivos
O espaço tem assim:
Quadro de Referência Europeu
1. Comunicação na língua materna
2. Comunicação em línguas estrangeiras
3. Competência matemática e competências
básicas em ciências e tecnologia
4. Competência digital
5. Aprender a aprender
6. Competências sociais e cívicas
7. Espírito de iniciativa e espírito empresarial
8. Sensibilidade e expressão culturais
Teachers’ 21st-century competences and ICT attitudes are
recurrently recognized as being at the heart of
modernization of the classroom practices, yet much
professional training is still inadequate, particularly
related to innovation and teachers’ technology-supported
pedagogical practices (Barton & Haydn, 2006; BECTA, 2004; EC, 2013;
The efforts made to integrate technology in teachers’
training curriculum in universities are insufficient
(Kay, 2006; Sutton, 2011).
International reports identify that the levels of
ICT integration in teaching-learning activities
were not higher in ‘Novice teachers’.
Preservice teachers are moderately confident
in using technology for personal purposes but
they lack experiences in using classroom
technologies (Sutton, 2011).
O Future Teacher E-ducation Lab assume como
Mestrados em Ensino
Mestrado em Educação e Tecnologias Digitais
Ensino básico e secundário
Exemplo: 1 das metas
“ Célula: unidade básica de
(ex. estádio das
de modelação 3D
Ensino da programação para a
promoção de “pensamento
computacional, resolução de
problemas e na organização lógica
Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject
teaching. Journal of Computer Assisted learning, 22, 257–272.
Barrett, P. Zhang, Y., Moffat, J., & Kobbacy, K. (2013). An holistic, multi-level analysis identifying the impact of classroom design on pupils' learning.
Building and Environment, 59, 678–689.
BECTA, (2004). Educational research into the use of ICT in initial teacher training (ITT) – a selection of abstracts and further sources. Available at
European Commission (2013). Survey of schools: ICT in Education. Available at https://ec.europa.eu/digital-agenda/en/survey-schools-ict-education
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on
Technology in Education, 38(4), 383-408.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6),
OECD, (2011). Building a High-Quality Teaching Profession. Lessons from around the world. Retirado de
Houdé, O., Pineau, A., Leroux, G., Poirel, N., Perchey, G., Lanoë, C., Lubin, A., Turbelin, M. R., Rossi, S., Simon, G., Delcroix, N., Lamberton, F., Vigneau,
M., Wisniewski, G., Vicet, J. R., & Mazoyer, B. (2011). Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool
and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology 110 (3), 332–346
Pedro, N., Matos, J.F., Pedro, A. & Abrantes, P. (2011). Teacher skills and competence development for classrooms of the future. iTEC Project deliverable.
Sutton, S. R. (2011). The pre-service technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28 (1), 39-47
UNESCO (2011). ICT competency standards for teachers. Paris: United Nations Educational, Scientific and Cultural Organization. Retirado de
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