The document summarizes the results of a study done in Portugal about the use of technologies in education. The study found that while most students prefer face-to-face learning and own smartphones, they believe teachers do not make enough use of technologies or social media in the classroom. Students think teachers have the skills but lack time or confidence to integrate technologies. The document then describes two projects, GainTime and eFinLit, that provide resources to help teachers implement flipped classroom techniques and e-learning platforms to bridge the gap between students and teachers' technology use.

1. Anabela Mesquita – Polytechnic of Porto – ISCAP, Portugal
Technologies in the 21st
century – bridging the
gap between students
and teachers
III International
Forum
on Teacher Education

2. Agenda
Contextualization
Some results from a study in Portugal
Examples of projects to help teachers to use technologies in
the classroom
GainTime project
eFinLit project

3. Contextualization
3
Change the way teachers teach and students learn
Technologies and
strategies can be
used in education
Computerized Grading,
Electronic Textbooks,
Simulation Technology,
Gamification,
Flipped Classrooms,
Active Learning Classrooms,
Massive Open Online Courses,
Collaborative Distance Learning Environments,
the Active Learning ForumTM platform,
Learning Management Systems.
How to motivate teachers to use technology in the
learning process?

4. The implementation of technologies in education are an important matter.
UNESCO and European Commission are encouraging the use of
technologies in Education - development of digital contents that should be
open and available to everyone (OER).
“Is higher education taking into consideration the needs
and expectations of the students regarding the use of
technologies?”; “Are technologies being used in the
classroom?”; “Are teachers using them?” and if not,
why?

5. Some results from a study done in Portugal
Sample - 337 students
Majority (84%) prefer face2face learning methods.
12,3% said preferring b-learning method.
Majority (96,2%) have a smartphone.
Youngsters were also asked which social media they use daily.
Do teachers use social media in the learning
process? Majority replied “No” (71,8%).
Only 27,5% said “Yes”.
Which technologies do teachers use?
Work developed with Paula Peres and Fernando Moreira

6. Study results
On one hand, they say they use very often Moodle to “Study / do homework (Moodle)”
with 73% of the answers. However, they also say that teachers rarely use Moodle.
BUT if they use Moodle to “Study / do homework (Moodle)” this means that teachers
communicate with them via Moodle.
◦ There might be some difficulty for teachers to transmit correct message concerning
the use of the technology in the teaching-learning process when we are with a
generation that has and uses technology most of the time (96,2% has a
smartphone).
Would you like your teachers to use technology as a support to the learning process?
◦ Majority (96,5%) say “Yes”.

7. Study results
Why do you think teachers do not use technology?
Students have the perception that teachers know how to use the technology but the overall process is not
adequate so these “technological” students include it in a formative natural process.
To confirm this statement and the previous results, 84% of the students prefer face2face methods and
only 12,3% prefer b-learning.
Why teachers do not use technology Number of answers
Teachers do not have the necessary competences to do so 13
The program is very long 31
Teachers have the competences but do not have time 83
Technology should not replace face to face contact 1
The content is not adequate for the technologies 57
Teachers have the competences but are not confident enough 28
There are no technological tool adequate to the content 32

8. Reasons for teachers to give up using technology and social
media
A new technology appears and so the “old” one is replaced by the “new” one.
The challenges that new technologies represent to teachers. This may encourage
teachers to abandon a certain technology and replace it by another one.
Lack of success of students when a teachers uses a certain technology. So the “fault” of
lack of success is given to the technology (and not to the method used).
Lack of response of students on the use of a technology can also contribute to the
decision of not using it anymore (ex: forums, blogs, etc.).
This may mean that we also need to concentrate efforts on the teachers and
on how the teacher can and should use the technology as a pedago- gical tool.
Not enough to have the technology at the teacher’s disposal. He/ she needs to
know how to use it with the students and with pedagogical purposes.

9. Examples of projects to help to
increase the use of technologies in
the classroom

10. Flipped classroom
Gain Time project – gaintime.eu
Work developed with Paula Peres

11. ANABELA MESQUITA 11
Source of image:
http://digitalsandbox.w
eebly.com/flipped-class
room.html

12. ANABELA MESQUITA 12
http://gaintime.eu/flipped-researchs/#tab-id-1
Complete handbook with examples of games and other educational strategies.

13. ANABELA MESQUITA 13
http://gaintime.eu/flipped-researchs/#tab-id-2

14. ANABELA MESQUITA 14

15. ANABELA MESQUITA 15

16. Video
On-line course
1
4
3
2

17. Elearning platform
Efinlit project – efinlit.eu
Work developed with Paula Peres

18. Elearning platform
http://efinlit.eu/
1
32
4

19. Conclusions
The perception that students have regarding the use of the technologies by
the teachers may not be a correct one.
Teachers use technologies but mostly as repository and not with pedagogical
purposes.
There is a strong need to identify the perspective of the teachers (next step)
and in paralell to help teachers to develop the necessary skills to fully use
technologies with a pedagogical purpose.
2 examples were presented – how to flip a classroom and the use of an
elearning platform that could help teachers to introduce technologies in the
classroom

20. Future work
Identify the perspective of teachers
Develop a plan to bridge the gap between students and
teachers – identify the needs of the teachers in terms of
technologies and prepare an educational programme to fill in
this gap.
Compare these results with other countries.

21. Anabela Mesquita 21
https://www.youtube.com/watch?v=4dCOgV65VWU

22. Thank you
Спасибо
Küp räxmät

23. Anabela Mesquita – Polytechnic of Porto – ISCAP, Portugal
Technologies in the 21st
century – bridging the
gap between students
and teachers sarmento@iscap.ipp.pt
III International
Forum
on Teacher Education

24. ANABELA MESQUITA 24