Apresentação das medidas sobre competências TIC para alunos e professores em Portugal

1. Teaching and learning with
ICT in the 21st century: two
instruments of the
PANEL
TECNOLOGÍAS DE educational policy in
LA INFORMACIÓN Y
LA COMUNICACIÓN
Portugal
fernando albuquerque costa | fc@ie.ul.pt
instituto de educação
http://aprendercom.org/miragens/

2. Policy
VISION
Reality

3. “it is about to get it [the dream]
more possible!”
Seymour Papert

4. INITIAL TEACHER TRAINING COMPUTER ACCESS DIGITAL RESSOURCES
PROFESSIONAL DEVELOPMENT CURRICULUM I&D
… SCHOOL MANAGEMENT INCENTIVES
fernando albuquerque costa | universidade de lisboa | instituto de educação

5. MAIN QUESTIONS
 Which competences of students?
 Which competences of teachers?
 With which teacher training model?
 With which implications for the
curriculum?

6. CURRICULUM
Learning outcomes project
www.metasdeaprendizagem.min-edu.pt/
fernando albuquerque costa | universidade de lisboa | instituto de educação

7. CURRICULUM
VISION
EVIDENCES  ICT could add value…
 ICT meaning innovation of
Very poor, superficial learning processes
and unclear role of  ICT much more than an
ICT in the national instrumental support of
learning subjects
curriculum, independ
 ICT as a set of transversal
ently of the subject competencies
areas.  ICT as a tool for both
individual and social
(Cruz, 2010)
development of students
(citizens)…
(Costa, 2010)
fernando albuquerque costa | universidade de lisboa | instituto de educação

8. ICT CURRICULUM DOMAINS
Information Production,
access Knowledge
Safety
Communication,
Interaction
fernando albuquerque costa | universidade de lisboa | instituto de educação

9. CURRICULUM
INFORMATION.. Ability to search for and process information
pursuant to concrete objectives: data search, selection,
analysis and summarizing.
COMMUNICATION.. Ability to communicate, interact and
collaborate using online communication tools and
environments as self-learning strategies and as a means to
help others to learn.
PRODUCTION.. Ability to organise knowledge through work
processes that use the digital means available and to develop
innovative products and practices.
SAFETY. Ability to use digital resources in compliance with
safety standards.
fernando albuquerque costa | universidade de lisboa | instituto de educação

10. CURRICULUM
(STRAND I) (STRAND II) (STRAND III)
Knowing To learn the To think, to
to use curriculum decide, to act
META-LEARNING
INFORMATION
TECNOLOGY SKILLS
SELF ASSESSMENT
COMMUNICATION SELF REGULATION
PRODUCTION SELF EXPRESSION
CREATIVITY
SAFETY
ETHICS…
(Costa, 2010)
fernando albuquerque costa | universidade de lisboa | instituto de educação

11. ICT CURRICULUM
ICT learning outcomes framework
TRANSVERSAL LEARNING COMPETENCES (III)
Meta Self Self Self
ICT SKILLS (I) learning assessmenT regulation expression
Criativity Ethics
INFORMATION
(to know what, how, Scientifique
Scientifique Scientifique Scientifique Scientifique Scientifique
subject
where, whoom, with what subject area subject area subject area subject area subject area
COMPETENCES (II)
area
TRANSVERSAL ICT
tools)
COMUNICATION Scientifique
(to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique
subject
subject area subject area subject area subject area subject area
what tools, to be) area
PRODUCTION (CREATION) Scientifique
(to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique
subject
subject area subject area subject area subject area subject area
what tools, to be) area
SECURITY
Scientifique
(to know what, how, with Scientifique Scientifique Scientifique Scientifique Scientifique
subject
what tools, to be) subject area subject area subject area subject area subject area
area
fernando albuquerque costa | universidade de lisboa | instituto de educação

12. TEACHERS PROFESSIONAL DEVELOPMENT
www.pte.gov.pt/pte/PT/Projectos/Projecto/Documentos/index.htm?proj=47

13. TEACHERS PROFESSIONAL DEVELOPMENT
EVIDENCES I
 Technology 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

14. TEACHERS PROFESSIONAL DEVELOPMENT
EVIDENCES II
 Lack of confidence… Lack of support…
 A “negative emotional connotation on
the relation to technology”…
 Not feeling competent enough to cope
with the changes ICT compels them to…
 Too little time and too much to do…
 Organizational constraints at school
 The inappropriate or insufficient training…
(PERALTA, 2002)
fernando albuquerque costa | universidade de lisboa | instituto de educação

15. TEACHERS PROFESSIONAL DEVELOPMENT
EVIDENCES VISION
 Isomorphism
Teachers are
 Teacher training centered
inadequately on the school, determined
prepared to by curricular issues
understand and apply  ICT meaning innovation of
ICT to curriculum. methodological processes
Inadequacy of  Collaborate and share
 Long life learning
traditional teacher
 Special attention to 2nd
training models. order barriers…
(Peralta, 2002; Costa, 2005, 2008) (Costa, F. (Coord.) 2008)
fernando albuquerque costa | universidade de lisboa | instituto de educação

16. TEACHERS PROFESSIONAL DEVELOPMENT
ICT levels of certification of
teachers
fernando albuquerque costa | universidade de lisboa | instituto de educação

17. TEACHERS PROFESSIONAL DEVELOPMENT
Pillars of the teachers training model
VISION
sharing
supervision
support
ATTITUDES
PRACTICE
(Costa & Viseu, 2008)
fernando albuquerque costa | universidade de lisboa | instituto de educação

18. TEACHERS PROFESSIONAL DEVELOPMENT
Roadmap
Reflectes about the
process, outcomes,
add
for the teacher
values, difficulties,
Interacts and changes…
shares with

colleagues
and trainer REFLECTION
Experiments
With the
with the
students  INTERACTION
support of
trainers decides
what to do, how
to do…
 PRACTICE
The Teacher builds
sharing
“his” “her”
RATIONALE  PLAN supervision
support
 VISION
(Costa & Viseu, 2008)
fernando albuquerque costa | universidade de lisboa | instituto de educação

19. TEACHERS PROFESSIONAL DEVELOPMENT
"IT is truly a revolutionary technology that, if properly
used, could change education significantly.”
“it is the pedagogical way in which it
is used that makes the difference.”
(Salomon, 2002)

20. TEACHERS + STUDENTS COMPETENCES
Some crucial assumptions
ICT as teacher tool >> ICT as student tool
ICT to do the same >> ICT to do different
ICT as reproduction >> ICT as production
ICT as a learning subject >> ICT as a mindtool
Superficial learning >> Deep learning
fernando albuquerque costa | universidade de lisboa | instituto de educação

21. REFERENCES
Costa, F. (2010) Metas de Aprendizagem na área das TIC: Aprender Com Tecnologias. in
Fernando Costa et al (2010). I Encontro Internacional 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). About the Portuguese reality of ICT in education, Interactive Educational
Multimedia (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). Action and reflection – nuclear strategies of teacher training for
ICT use. The Learning Teacher Journal, 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). Technology and pedagogy: Why don't we see the promised
revolution? Educational Technology, 71-75.
Peralta, H. (2002). Qualitative research into tracing (elements of) current/perspective
innovatory practices (IPETCCO, Project: 87714 – CP – 1 – 2000 – GR – Minerva – ODL). Lisbon:
Faculdade de Psicologia e de Ciências da Educação - Universidade de Lisboa.

22. http://aprendercom.org/miragens/
Thank You!
fernando albuquerque costa | fc@ie.ul.pt
UNIVERSITY OF LISBON | INSTITUTE OF EDUCATION