Post on 12-Jan-2017
Future Teacher E-ducation Lab
DGE, 8 jan 2016, Neuza Pedro
Future Teacher E-ducation Lab
O contexto
Grupo de I&DEducação, Tecnologia e Sociedade
Linha de Pesquisa‘Designing the future school’
O motivo
Teachers’ 21st-century competences and ICT attitudes are recurrently recognized as being at the heart of modernization of the classroom practices, yet much professional training is still inadequate, particularly related to innovation andteachers’ technology-supported pedagogical practices (Barton & Haydn, 2006; BECTA, 2004; EC, 2013; OECD, 2011).
The efforts made to integrate technology in teachers’ training curriculum in universities are insufficient (Kay, 2006; Sutton, 2011).
#1
International reports identify that the levels of ICT integration in teaching-learning activities were not higher in ‘Novice teachers’.
Preservice teachers are moderately confident in using technology for personal purposes but they lack experiences in using classroom technologies (Sutton, 2011).
#2
O espaço
Ensino básico e secundário
PúblicoO Projeto Future Teacher E-ducation Lab assume
como público-alvo PROFESSORES
Ensino Superior
PúblicoO Projeto Future Teacher E-ducation Lab assume
como público-alvo PROFESSORES
Ensino Superior
Formação Inicial de professores ‘STEM’
. Mestrados em Ensino
Informática
Matemática
Biologia-Geologia
Física-Química
Cursos de Formação Contínua
. Mestrado em Educação e Tecnologias Digitais
. Doutoramento TELSC
Ensino básico e secundário
PúblicoO Projeto Future Teacher E-ducation Lab assume
como público-alvo PROFESSORES
Gestão da Utilização
• Reserva online (Google Calendar partilhado)
Estabelecimento de prioridades
• Recolha de evidências de utilização
• Templates para descrição das atividades
A utilização do espaço requer:
Princípios de base
Learning Space Performance Rating System (Felix & Brown, 2011)
SIN conceptual modelstimulation, individuality and naturalness (Barret, Davies, Zhang, Moffat & Kobbacy, 2013)
Estes modelos assumem um human-centered design.
• Uma organização espacial promotora de múltiplas dinâmicas de atividade
• Uma multiplicidade de ferramentas tecnológicas e mobiliário flexível
• Preocupações com a qualidade do ambiente, em particular com temperatura, luminosidade e acústica
• integração relacional com a organização e seus objetivos organizacionais
O espaço tem assim:
BYOD
O financiamento
Baseado no apoio de parceiros
Referências
Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted learning, 22, 257–272.
Barrett, P. Zhang, Y., Moffat, J., & Kobbacy, K. (2013). An holistic, multi-level analysis identifying the impact of classroom design on pupils' learning. Building and Environment, 59, 678–689.
BECTA, (2004). Educational research into the use of ICT in initial teacher training (ITT) – a selection of abstracts and further sources. Available at http://www.secondarymathsite.co.uk/ICT/Research/ICT%20and%20ITT%20bibliography.pdf
European Commission (2013). Survey of schools: ICT in Education. Available at https://ec.europa.eu/digital-agenda/en/survey-schools-ict-education
Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054.
OECD, (2011). Building a High-Quality Teaching Profession. Lessons from around the world. Retirado de http://www2.ed.gov/about/inits/ed/internationaled/background.pdf
Pedro, N., Matos, J.F., Pedro, A. & Abrantes, P. (2011). Teacher skills and competence development for classrooms of the future. iTEC Project deliverable. http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=37321&name=DLFE-2213.pdf
Sutton, S. R. (2011). The pre-service technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28 (1), 39-47
UNESCO (2011). ICT competency standards for teachers. Paris: United Nations Educational, Scientific and Cultural Organization. Retirado de http://cst.unescoci.org/sites/projects/cst/The%20Standards/ICT-CSTPolicy%20Framework.pdf.
Imensamente
grata pela
atenção!
Neuza Pedro nspedro@ie.ulisboa.pt