In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.
Future Teacher education Lab: espaço inovador para a formação de professoresNeuza Pedro
Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.
Proiect childeren and Computer
Contatti: paolo.ferri@unimib.it
Blog http://paolomferri.blogspot.com/
http://del.icio.us / Giobbe30 / by Paolo Ferri http://www.paoloferri.net
Future Teacher education Lab: espaço inovador para a formação de professoresNeuza Pedro
Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.
Proiect childeren and Computer
Contatti: paolo.ferri@unimib.it
Blog http://paolomferri.blogspot.com/
http://del.icio.us / Giobbe30 / by Paolo Ferri http://www.paoloferri.net
Open Online Teacher professional Development: how to recognize MOOCs for teac...Neuza Pedro
Presentation made at the EMINENT Project Event 2018 on the topic 'How to assess, certify and recognize learning in open online teacher professional development?'
Erasmus + K1 in GRANADA, Spain, course aimed at teachers who want to impart an innovative education, adapted to the 21st century.
More information aifed@aifed.es
Congenia: Genuine Conversations about topics important to learnAlvaro Galvis
This presentation summarizes the CONGENIA pilot project, which was implemented in Colombia during 18 months from June 2005 to December 2006. Findings and lessons learned are shared
TALETE project aims at investigating different ways of the mathematics representations, in the topics, already, defined in the PISA, IEA TIMSS and National surveys concerning the maths skills of 15 years-old students. The worldwide surveys report that EU students often lack mathematical competence and key basic competences in science and technology. The learning of the mathematics literacy enables students to contribute effectively in actual society, improving their employment prospects. In this context, the project intends to develop with the teachers more attractive and fun pedagogical tools (serious game) for the maths literacy delivered in two virtual environments: e-learning platform and 3D world.
Open Online Teacher professional Development: how to recognize MOOCs for teac...Neuza Pedro
Presentation made at the EMINENT Project Event 2018 on the topic 'How to assess, certify and recognize learning in open online teacher professional development?'
Erasmus + K1 in GRANADA, Spain, course aimed at teachers who want to impart an innovative education, adapted to the 21st century.
More information aifed@aifed.es
Congenia: Genuine Conversations about topics important to learnAlvaro Galvis
This presentation summarizes the CONGENIA pilot project, which was implemented in Colombia during 18 months from June 2005 to December 2006. Findings and lessons learned are shared
TALETE project aims at investigating different ways of the mathematics representations, in the topics, already, defined in the PISA, IEA TIMSS and National surveys concerning the maths skills of 15 years-old students. The worldwide surveys report that EU students often lack mathematical competence and key basic competences in science and technology. The learning of the mathematics literacy enables students to contribute effectively in actual society, improving their employment prospects. In this context, the project intends to develop with the teachers more attractive and fun pedagogical tools (serious game) for the maths literacy delivered in two virtual environments: e-learning platform and 3D world.
Literacia Digital de Adultos: Contributos para o desenvolvimento de dinâmicas...Lidia Proj
Resumo - Este artigo apresenta um estudo exploratório dedicado ao levantamento de situações em que o cidadão adulto encontra dificuldades para exercer a sua autonomia por não saber utilizar as tecnologias. No quadro de uma metodologia de desenvolvimento, foi aplicado um questionário a 106 sujeitos adultos, com idades compreendidas entre os 26 e os 92 anos, residentes em Portugal. Da análise realizada, foi possível apurar 13 categorias de interesses no âmbito da literacia digital de adultos, destacando-se um conjunto de referências que remetem para interesses relacionados com o desejo de tratar de questões burocráticas através da Internet. Estes resultados constituem o fundamento para a elaboração de dinâmicas formativas destinadas à promoção da cidadania digital, a desenvolver em torno de seis grandes domínios de aprendizagem: 1) Informação; 2) Comunicação; 3) Produção; 4) Lazer; 5) Dia-a-dia; e 6) Segurança e Identidade Digital. Este último considerado de natureza transversal, devendo por isso ser trabalhado de forma integrada a um ou mais domínios de aprendizagem.
Síntese de apoio às palestras realizadas em diferentes escolas, por esse país fora, a propósito da publicação do livro REPENSAR AS TIC NA EDUCAÇÃO.
COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete & FRADÃO, Sandra (2012). Repensar as TIC na Educação. O Professor como Agente Transformador. Lisboa: Santillana
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Presentation of Prof. Aleksandra Čižmešija, University of Zagreb, Faculty of Science at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Product Design & 3D Printing : Integrating New Technologies into The Curricul...IJITE
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different theorists to question and suggest a new education system. The rise of new information and communication technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge. Educational content is done for the curricular implementation in the subject of technology, and a scenario where students develop and experiment projects based on the regulated abilities by the Spanish education. A qualitative assessment that can be a guide for the teacher to improve the establishment of these named technologies in education and future proposals and investigations. Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied, constituting it as of the most important emerging technologies to face the new education of the digital era.
PRODUCT DESIGN & 3D PRINTING: INTEGRATING NEW TECHNOLOGIES INTO THE CURRICULU...IJITE
The start of the 21st century takes us to the study of a new paradigm in knowledge, which has led different
theorists to question and suggest a new education system. The rise of new information and communication
technologies has not only evolved our lifestyles but also redesigned new methodologies for knowledge.
Educational content is done for the curricular implementation in the subject of technology, and a scenario
where students develop and experiment projects based on the regulated abilities by the Spanish education.
A qualitative assessment that can be a guide for the teacher to improve the establishment of these named
technologies in education and future proposals and investigations.
Learning methodology based on projects (PBL) and 3D printing as an experimentation tool is applied,
constituting it as of the most important emerging technologies to face the new education of the digital era.
Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.
One of the challenges of higher education focuses on the improvement of personal and professional skills of students, with the aim of strengthening strategies that include cutting-edge resources in the learning process. The appropriate use of Information and Communication Technologies (ICTs) in teaching work as support in face-to-face mode, has a significant impact on engineering professionals. With the correct handling of instruments, strategies, evaluations and educational materials mediated by technologies, which provide great advantages, where the student can work at their own pace and improve the synchronous and asynchronous communication channels with the teacher and their classmates to develop skills and acquire experiences. This work presents the incorporation of educational resources in virtual scenarios as support to the learning units taught in face-to-face modality in the Interdisciplinary Professional Unit of Engineering campus Guanajuato (UPIIG), with the purpose of reinforcing in the student self-management of knowledge to discover new teaching experiences and motivate them in the achievement of meaningful learning.
Atividades com tecnologias desenvolvidas pelos alunos durante o primeiro ano do Projeto Amadora Aprender Digital [1.ºCiclo]. Um projeto da Câmara Municipal da Amadora com suporte científico e pedagógico do Instituto de Educação da Universidade de Lisboa
Reflexão sobre o processo de decisão de uma metodologia de investigação que possa integrar-se com os objetivos de intervenção definidos para o Projeto Aprender Digital Amadora 1º ciclo
Acesso e Motivação versus Confiança e Competência, condições chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Costa, F. (2008). A utilização das TIC em contexto educativo. Representações e práticas de professores. Tese de doutoramento em Ciências da Educação (documento policopiado). Universidade de Lisboa
Costa, Viana & Cruz (2012). The Management of a PLE from the Perspective of Higher Education Students. in Charalambos Vrasidas & Petros Panaou (eds.). Desiging Thinking in Education, Media & Society. Proceedings of the 62 International Council for Educational Media Conference. Nicósia: International Council for Educational Media. 317-323.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Digital Artifact 2 - Investigating Pavilion Designs
Digital activities for creative and performing arts
1. DIGITAL ACTIVITIES FOR CREATIVE AND
PERFORMING ARTS: LEARNING FROM
EXPERIENCED TEACHERS
Fernando Albuquerque Costa
fc@ie.ul.pt
Carla Rodriguez
crpaiva@ie.ul.pt
2. Context
TACCLE 2 - Teachers' Aids on creating
content for learning environments.
517726-LLP-1-2011-1-BE-COMENIUS-CMP
2011/2014
Development of
strategies for
teaching and
learning with ICT in
articulation with
teacher education
Processes
Curricular areas:
•Primary
•STEM
•Humanities
•Core skills
•Arts
3. Problem (in TACCLE1)
To enhance the awareness of teachers about the pedagogical
potential of digital technologies for teaching and learning.
To stimulate concrete actions involving teachers and students
to explore namely the pedagogical potential of Web 2.0
Difficulties referred by teachers in the
first stage of the project (TACCLE 1)
Asking for pedagogical and
methodological guidelines!
Challenges (in TACCLE2)
4. Aims
To identify creative and innovative
solutions to inspire and guide teachers
of Arts to use ICT with their students
To identify specific ideas and strategies
that can mobilize the potential of ICT to
promote active learning, and bring
added value to the process of teaching
5. Desig Learning
with digital tools
CLE’s
(Jonassen 1996)
Learning with technologies
(Costa 2010, 2012)
Active
Construtive
Collaborative
Conversational
Reflective...
Creativity of the
Arts subjects
Arts and Cultural Education
at School in Europe
(EACEA 2009)
The TPACK Model
(Mishra & Koeler 2006)
Change
Innovation
Transformation
Transversality
Integration
Other ways for
teacher education
The f@r Model
(Costa 2007)
The PCK Model
(Shulman, 1986)
Autonomous
Reflexive
Critical
Integrated
Practice
Conceptual framework
6. Using theoretical knowledge to find
solutions for practical problems
Analysis of a
practice
problem
(researchers
and teachers)
in the context
Search of
solutions in
agreement with
a theoretical
reference.
Application and
testing of the
activities
organised in
real application
contexts
Reformulation
and fine-tuning
of the activities
based on the
feedback
obtained
Development Research
(Van dan Akker 1999)
Methodology
7. Phase 1
Auscultation of
specialist
teachers
Phase 2
Discussion and
drafting of
practice
activities with
ICT
Phase 3
Implementation
and evaluation
of activities with
ICT in real
contexts
Phase 4
Analysis,
reformulation
and evaluation
of activities
developed
Problem analysis, solutions development and evaluation of the results
Development phases
8. Contact teacher
specialists of
Arts and ICT
Focus group / brainstorming
Audiovisual and written artifacts
in the working sessions
Transcription and analysis of
data collected
Social networks
(facebook, e-mail list...)
Organize regular
meetings work
(Focus Group)
Auscultate the
10 specialist
teachers in the
area of Arts
Procedures
P
H
A
S
E
1
P
H
A
S
E
1
and
P
H
A
S
E
2
9. 10 teachers
Different disciplines of the Arts
with great motivation
and experience of using ICT
in their classrooms.
The focus group
7 researchers
in the field of ICT and education
with experience in the development
of strategies for teaching and
Learning with digital technologies
10. A concern to define the best way to
present the content, methods, techniques
and tools used in an activity in order to
create an estimulating environment, also
aiming acquisitions prescribed in the
curriculum.
Results
The proposed activities should be
organized around a common didactic
objective, although sufficient flexibility for
teachers to build their own content.
11. Provide flexibility, in terms of teaching and learning by
designing their own content in conjunction with the
curriculum.
Results
Enable teachers to define their own path according to
their interests or needs.
12. Curricular activities in the Arts area using ICT should be
structured in a flexible way, allowing teachers to define
their own path depending on the specific characteristics
of the given pedagogical situation (learning goals,
profile of group of students, technologies, time
available, etc.) and their own technical-pedagogical-
methodological skills
Conclusion
13. References
Costa, Fernando (2007). Tendências e práticas de investigação na área das
tecnologias em educação em Portugal. In A. Estrela, Investigação em Educação
(pp. 169-224). Lisboa: Educa.
EACEA (2009). Arts and Cultural Education
at School in Europe. http://www.eurydice.org
Jonassen, David (1996): Computers in the classroom: mindtools for critical
thinking, Columbus, OH: Merrill/Prentice Hall.
Mishra, Punya & Koehler, Matthew. J. (2006). Technological Pedagogical Content
Knowledge: a framework for teacher knowledge. Teachers College Report, 108,
1017-1054.
Shulman, Lee (1986). Those who understand: Knowledge growth in teaching. In:
Educational Researcher, Feb. 1986: 4-14. (AERA Presidential Address).
Van den Akker, Jan (1999). Principles and methods of development research. In
Jan Van den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson & T. Plomp
(Eds.), Design Methodology and Developmental Research in Education and
Training (pp. 1-14). The Netherlands: Kluwer Academic Publisher.
14. DIGITAL ACTIVITIES FOR CREATIVE AND
PERFORMING ARTS: LEARNING FROM
EXPERIENCED TEACHERS
Fernando Albuquerque Costa
fc@ie.ul.pt
Carla Rodriguez
crpaiva@ie.ul.pt
THANK YOU !
Editor's Notes
O objetivo desta comunicação é apresentar a fase inicial de um estudo em desenvolvimento no âmbito do projeto TACCLE2, em especial as estratégias de trabalho para organizar, dinamizar e coordenar a elaboração de um conjunto de propostas de atividades curriculares, com recurso às TIC, para a área das Artes, que está a ser desenvolvido pela equipa portuguesa do projeto.
Envolve oito parceiros (universidades e outras instituições) de sete países europeus (Alemanha, Bélgica, Espanha, Itália, Portugal, Reino Unido e Roménia
TACCLE 1: Apesar dos manuais publicados e dos esforços de formação realizados, muitos professores não conseguiram utilizar as TIC integradas ao currículo de tal forma que esta integração contribuísse para uma substancial melhoria do processo de ensino e aprendizagem.
Partimos do reconhecimento da importância de envolver os próprios professores nos processos de decisão sobre o currículo, convidámos um grupo de professores com elevada experiência na utilização do potencial das Tecnologias de Informação e Comunicação (TIC), em especial recursos da Web 2.0, para com eles darmos início ao processo de criação de materiais que possam vir a inspirar e orientar outros professores interessados em usar as TIC com os seus alunos
O método difere das abordagens empíricas tradicionais pois importa mais a finalidade da investigação q os métodos. Estes usam basicamente as mesmas ferramentas para recolha e análise dos dados (quantitativas e qualitativas), entretanto, é distinta a forma como encara-se o problema e como se concebe o projeto de investigação em si.
Fase 1: Análise das implicações do problema (problema de partida (dificuldades manifestadas pelos professores auscultados no TACCLE1) da falta de orientações pedagógicas sobre como utilizar as TIC nas práticas pedagógicas. Fase 2: Discussão em torno de estratégias alternativas e elaboração de atividades concretas com tecnologias visando o envolvimento ativo dos alunos. Nesta segunda fase, a equipa de investigação recorre fundamentalmente ao mesmo grupo de professores especialistas para estruturação e operacionalização das atividades que hão de ser testadas na fase seguinte; Fase 3: Aplicação e testagem das atividades elaboradas em contextos reais de aplicação. Nesta fase, a ideia central é a de recorrer a alguns professores e seus alunos para utilizarem e avaliarem essas mesmas atividades. Do ponto de vista dos professores, com o objetivo de perceber como as propostas de atividades são recebidas e consideradas em termos de inspiração, orientação e ajuda à planificação de situações de ensino e aprendizagem com recurso às TIC; do ponto de vista dos alunos, sobre o modo como as avaliam em termos de motivação para a aprendizagem. Fase 4: Reformulação e refinamento das atividades desenvolvidas em função do feedback recolhido. Nesta fase, que antecede a da sua divulgação propriamente dita, através da elaboração e produção do manual para a área das Artes, contar-se-á com a participação dos elementos das restantes equipas dos demais países que integram o projeto TACCLE, funcionando sobretudo como revisores externos, muito embora nesta fase se preveja também a possibilidade de eles próprios poderem concorrer com propostas de outras atividades consideradas pertinentes, por exemplo, em função das especificidades culturais e pedagógicas dos países que representam.
Envolver professores especialistas da área das Artes, com grande experiência no uso das TIC em suas aulas, no processo de análise do problema de partida e na subsequente fase de conceção e desenvolvimento das atividades pedagógicas com recurso às TIC.
O objetivo desta comunicação é apresentar a fase inicial de um estudo em desenvolvimento no âmbito do projeto TACCLE2, em especial as estratégias de trabalho para organizar, dinamizar e coordenar a elaboração de um conjunto de propostas de atividades curriculares, com recurso às TIC, para a área das Artes, que está a ser desenvolvido pela equipa portuguesa do projeto.