Public policies about Training and Digital Technologies in the schools from Brasil and Portugal<round table>THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERSfernando albuquerque costa | fc@ie.ul.ptinstituto de educaçãohttp://aprendercom.org/miragens/
PolicyVISIONReality
“itisaboutto getit[thedream]more possible!”[thedream] Seymour Papert
SUMMARY&scopesequenceTHE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF  STUDENTS & TEACHERSfernando albuquerque costa | universidade de lisboa | instituto de educação
COMPUTER ACCESSDIGITAL RESSOURCESINITIAL TEACHER TRAININGCURRICULUMI&DPROFESSIONAL DEVELOPMENTscopeSCHOOL MANAGEMENTINCENTIVES…fernando albuquerque costa | universidade de lisboa | instituto de educação
fernando albuquerque costa | universidade de lisboa | instituto de educaçãosequence198520082010
MAIN QUESTIONSWhich competences of students?
Which competences of teachers?
With which teacher training models?
Which implications for the curriculum?CURRICULUMLearning outcomesprojetwww.metasdeaprendizagem.min-edu.pt/fernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUMV I S I O NICT could add value…
ICT meaning innovation of learning processes
ICT much more than an instrumental support of learning subjects
ICT as a set of transversal competencies
ICT as a tool for both individual and social development of students (citizens)…EVIDENCESVery poor, superficial and unclear role of ICT in the national curriculum, independently of the subject areas.(Cruz, 2010)(Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUMProduction,KnowledgeInformationaccessSafetyCommunication,Interactionfernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUMINFORMATION.. Ability to search for andprocessinformationpursuant to concrete objectives: data search, selection, analysisandsummarizing. COMMUNICATION.. Ability to communicate, interactandcollaborateusing online communicationtoolsandenvironments as self-learningstrategiesand as a means to helpothers to learn.PRODUCTION.. Ability to organiseknowledgethroughwork processes that use the digital meansavailableand to developinnovativeproductsandpractices. SAFETY.Ability to use digital resourcesincompliancewithsafety standards. fernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUM(STRAND II)(STRAND I)(STRAND III)To think, to decide, to actKnowingto useTo learnthecurriculumMETA-LEARNINGINFORMATIONSELF ASSESSMENTCOMMUNICATIONSELF REGULATIONTECNOLOGY SKILLS SELF EXPRESSIONPRODUCTIONCREATIVITYSAFETYETHICS…(Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUMICT learningoutcomesframeworkfernando albuquerque costa | universidade de lisboa | instituto de educação
CURRICULUMPre-schoollearningoutcomesexampleINFORMATION-Ability to search for and process data according to specific objectives: data research, selection, analysis and summarizing.At the end of pre-school the child:Explores games and other playful activities, by accessing programmes and webpages provided by the adult on the computer desktop.
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.
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.	fernando albuquerque costa | universidade de lisboa | instituto de educação
TEACHERS PROFESSIONAL DEVELOPMENT
TEACHERS PROFESSIONAL DEVELOPMENTEVIDENCES ITechnology is not an integrated resource within teaching activities.
Using ICT without a full understanding of learning principles.
Knowing how to use computers but not in the classroom with their pupils.
ICT did not significantly change the attitudes, roles and ways of teaching and learning.(PERALTA, 2002)fernando albuquerque costa | universidade de lisboa | instituto de educação

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THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS

  • 1. Public policies about Training and Digital Technologies in the schools from Brasil and Portugal<round table>THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERSfernando albuquerque costa | [email protected] de educaçãohttp://aprendercom.org/miragens/
  • 4. SUMMARY&scopesequenceTHE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERSfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 5. COMPUTER ACCESSDIGITAL RESSOURCESINITIAL TEACHER TRAININGCURRICULUMI&DPROFESSIONAL DEVELOPMENTscopeSCHOOL MANAGEMENTINCENTIVES…fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 6. fernando albuquerque costa | universidade de lisboa | instituto de educaçãosequence198520082010
  • 9. With which teacher training models?
  • 10. Which implications for the curriculum?CURRICULUMLearning outcomesprojetwww.metasdeaprendizagem.min-edu.pt/fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 11. CURRICULUMV I S I O NICT could add value…
  • 12. ICT meaning innovation of learning processes
  • 13. ICT much more than an instrumental support of learning subjects
  • 14. ICT as a set of transversal competencies
  • 15. ICT as a tool for both individual and social development of students (citizens)…EVIDENCESVery poor, superficial and unclear role of ICT in the national curriculum, independently of the subject areas.(Cruz, 2010)(Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 17. CURRICULUMINFORMATION.. Ability to search for andprocessinformationpursuant to concrete objectives: data search, selection, analysisandsummarizing. COMMUNICATION.. Ability to communicate, interactandcollaborateusing online communicationtoolsandenvironments as self-learningstrategiesand as a means to helpothers to learn.PRODUCTION.. Ability to organiseknowledgethroughwork processes that use the digital meansavailableand to developinnovativeproductsandpractices. SAFETY.Ability to use digital resourcesincompliancewithsafety standards. fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 18. CURRICULUM(STRAND II)(STRAND I)(STRAND III)To think, to decide, to actKnowingto useTo learnthecurriculumMETA-LEARNINGINFORMATIONSELF ASSESSMENTCOMMUNICATIONSELF REGULATIONTECNOLOGY SKILLS SELF EXPRESSIONPRODUCTIONCREATIVITYSAFETYETHICS…(Costa, 2010)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 19. CURRICULUMICT learningoutcomesframeworkfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 20. CURRICULUMPre-schoollearningoutcomesexampleINFORMATION-Ability to search for and process data according to specific objectives: data research, selection, analysis and summarizing.At the end of pre-school the child:Explores games and other playful activities, by accessing programmes and webpages provided by the adult on the computer desktop.
  • 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. 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. fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 24. TEACHERS PROFESSIONAL DEVELOPMENTEVIDENCES ITechnology is not an integrated resource within teaching activities.
  • 25. Using ICT without a full understanding of learning principles.
  • 26. Knowing how to use computers but not in the classroom with their pupils.
  • 27. ICT did not significantly change the attitudes, roles and ways of teaching and learning.(PERALTA, 2002)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 28. TEACHERS PROFESSIONAL DEVELOPMENTEVIDENCES IILack of confidence… Lack of support…
  • 29. A “negative emotional connotation on the relation to technology”…
  • 30. Not feeling competent enough to cope with the changes ICT compels them to…
  • 31. Too little time and too much to do…
  • 33. The inappropriate or insufficient training they had …(PERALTA, 2002)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 34. TEACHERS PROFESSIONAL DEVELOPMENTV I S I O NEVIDENCESIsomorphism
  • 35. Teacher training centered on the school, determined by curricular issues
  • 36. ICT meaning innovation of methodological processes
  • 39. Special attention to 2ndorder barriers…Teachers are inadequately prepared to understand and apply ICT to curriculum.Inadequacy of traditional teacher training models.(Costa, F. (Coord.) 2008)(Peralta, 2002; Costa, 2005, 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 40. TEACHERS PROFESSIONAL DEVELOPMENTICT levelsofcertificationofteachersfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 41. TEACHERS PROFESSIONAL DEVELOPMENTICT competencesframeworkfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 42. TEACHERS PROFESSIONAL DEVELOPMENTPillarsof the teacherstrainingmodelVISIONsharingsupervisionsupportATTITUDESPRACTICE(Costa & Viseu, 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 43. TEACHERS PROFESSIONAL DEVELOPMENTReflectes about the process, outcomes, add values, difficulties, changes…Roadmapfor the teacherInteractsand shares withcolleaguesandtrainerREFLECTIONExperiments with the studentsINTERACTIONWith the support of trainers decides what to do, how to do…PRACTICEsharingTheTeacherbuilds “his” “her” RATIONALEsupervisionPLANsupportVISION(Costa & Viseu, 2008)fernando albuquerque costa | universidade de lisboa | instituto de educação
  • 44. TEACHERS PROFESSIONAL DEVELOPMENT"IT is truly a revolutionary technology that, if properly used, could change education significantly.”“itisthepedagogicalway in whichitisusedthatmakesthedifference.”(Salomon, 2002)
  • 45. TEACHERS + STUDENTS COMPETENCESSome crucial assumptionsICT as teacher tool >> ICT as student toolICT to do the same >> ICT to do differentICT as reproduction >> ICT as productionICT as a learning subject >> ICT as a mindtoolSuperficial learning >> Deep learningfernando albuquerque costa | universidade de lisboa | instituto de educação
  • 46. REFERENCESCosta, 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)COSTA, F. (Coord.) (2008). Competências TIC. Estudo de Implementação. Vol. I. Lisboa: GEPE-Ministério da Educação.Costa, F. (2005). Aboutthe Portuguese realityof ICT ineducation, InteractiveEducationalMultimedia (Vol. 11, Editorial).(http://www.ub.es/multimedia/iem/)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/)Costa, F. & Viseu, S. (2008). Actionandreflection – nuclear strategiesofteachertraining for ICT use. TheLearningTeacherJournal, vol. 2, n.2, 27-44.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.Salomon, G. (2002). Technologyandpedagogy: Whydon'tweseethepromisedrevolution? EducationalTechnology, 71-75.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.
  • 47. “Trata-se de ver como torná-lo [o sonho] mais possível!”[o sonho] Seymour Papert