This text introduces the results of the first phase in the characterization of the teachers in a school, where a process of shared reflection was initiated, with a view to developing a digital culture in the school community’s day to day. Although it may well be assumed that we are dealing with a process of transformation which involves different dimensions and, at this diagnostic stage, that other subjects and areas of intervention have been analysed, we have chosen to broach here the variable of “teachers” as they appear to us as one of the determining pillars in any process of transformation within the school institution.
Seven group interviews covering a total of 53 teachers and educators were carried out, in other words, almost half of the teaching body in the school. In accordance with the objectives of the study and the respective guide, the analysis of the content of the interviews’ transcripts had to mainly reveal the perceptions of the teachers and educators, and what digital technology they already use in the school.
The results presented here confirm the idea that, from the professional point of view, the teachers use technology mainly for the preparation of the classes, although in the case of this school, they also use it regularly to support presenting material to the pupils. The teachers were seen to be very capable especially with the tools of productivity, as well as the tools to gain access to information and communication through the Internet, which they use both for personal ends and to prepare their lessons.
1. TOWARDS A DIGITAL
SCHOOL Fernando A. Costa
Carla Rodriguez
Elisabete Cruz
Nádia Gomes
Cátia Santos
Joana Viana
Helena Peralta
Eloísa Branco
Sandra Fradão
6. BACKGROUND
(4)
THE INADEQUACY OF THE TRADITIONAL METHODS OF
TRAINING TEACHERS...
THE LACK OF CLEAR GUIDANCE ON WHAT TO WITH
DIGITAL TECHNOLOGY ON THE CURRICULUM...
THE CRUCIAL IMPORTANCE OF TEACHERS’ PERCEPTION OF THE
RELEVANCE OF TECHNOLOGY AND THE CONSEQUENT
DISPOSITION TO USE IT WITH STUDENTS...
7. ASSUMPTIONS
THE IMPORTANCE OF WHAT THE TEACHERS THINK
AND WHAT ALREADY THEY DO WITH TECHNOLOGY
A SCHOOL AS A WHOLE AS THE OBVIOUS PLACE
TO DO THE WORK NEEDED
DIGITAL TECHNOLOGY INCORPORATES A HIGH
TRANSFORMING POTENTIAL OF
THE CURRENT PRACTICES
8. THE PROJECT
THE PROJECT AS THE OPPORTUNITY
TO TEACHERS TO DESIGN CONCRETE LEARNING
ACTIVITIES WITH TECHNOLOGY, TO EXPERIMENT...
TO REFLECT ON...
ALSO ASSUMING FROM TEACHERS
THE DELIBERATE WILL TO DISCOVER
WHAT CAN BE DONE USING
TECHNOLOGY...
10. THE PROJECT
1. INFRASTRUCTURES
3. DINAMICS
- Teaching and learning processes
- Other processes
(communicational, pedagogical
management, administrative...)
Interviews
Focus groups
Observation
Artifacts
Observation
Interviews
Internal documents
2. PERCEPTIONS
- Responsibles
- Teachers and educators
- Pupils
- Families
11. RESEARCH GOAL (of the PHASE 1)
FOUR DIMENSIONS:
I) TECHNOLOGY IN THE SOCIETY
II) TECHNOLOGY AT MY SCHOOL
III) TECHNOLOGY TO IMPROVE MY
PRACTICES
IV) WHAT A “DIGITAL SCHOOL” IS...
TO CHARACTERIZE TEACHERS’ PERCEPTIONS AND PRACTICES
SEVEN FOCUS GROUP
COVERING A TOTAL OF
53 TEACHERS AND
EDUCATORS
(HALF OF THE
SCHOOL BODY)
METHODOLOGY
13. The use of the technology is “basic”
and “weak diversity,” focusing
especially in “carrying out subject
research” and preparing “materials
for lessons”...
In the context of the
classroom, they almost exclusively
use the interactive whiteboard...
Use of digital technology for
pedagogical ends
14. In general, we observe two main
contradictory tendencies:
• Scepticism, doubts and
questioning, but also…
• Openness to the usefulness of
technology to support the
teaching practice...
Conceptions about using
technology for teaching
and learning purposes
15. Technology as a mean to change
their current practices
Practically all the teachers interviewed
express difficulty in consider changes.
Some resistance seems to be related to
the perception of the difficulty they feel
using tools, which, in turn, seems also
to decrease the perception of its
usefulness in the processes of teaching
and learning.
16. Motives and arguments
The motives that the teachers allege
and that, in some ways, underlie the
resistance to the use of technology in
the context of the classroom, appear
to fit into two arguments:
i) intrinsic arguments
ii) extrinsic arguments
17. Motives and arguments
Table 3. Intrinsic Arguments
A B C
1. Insufficient knowledge of how to take advantage of the technology x x x
2. Lack of initiative/time/availability to learn autonomously x x
3. Restricted vision of the pedagogical potential of technology*
rerrrrresource”)
x x
4. Conviction that technology can limit pupils’ learning
5.
x x
(*seen as “yet another resource”)
A= Pre-school; B=Primary, C= Secondary
18. Motives and arguments
Table 4. Extrinsic Arguments
A B C
1. Inadequate equipment for the children (work tables) x
2. Instability of the wireless network connection x
3. Shortage of educational software (CD-ROM) x
4. Lack of areas to share materials amongst teachers x
5. Lack of children’s ability to manipulate the mouse and keyboard x
6. Lack of pupils’ ability to use technology with school guidance x
7. No single-teaching in the context of current work x
8. Inexistence of Computer Studies/ICT subject x
9. Weight of accomplishing the programmes x x
10. Absence of protocols that allow access to digital platforms x
11. Little diversity of interactive activities present in the digital manuals x
A= Pre-school; B=Primary, C= Secondary
19. PRELIMINARY CONCLUSIONS
We have now a better picture of the school...
… that we will use as a starting point in terms of what
can be done helping teachers learning design with digital
technology resources (Phase 2).
In the this phase (Implementation) we will be very
attentive specifically to the implications that this could
have in terms of changes, and of the effort teachers will
have to make to attain those changes.
21. TOWARDS A DIGITAL
SCHOOL Fernando A. Costa
Carla Rodriguez
Elisabete Cruz
Nádia Gomes
Cátia Santos
Joana Viana
Helena Peralta
Eloísa Branco
Sandra Fradão
Thank you!
