One teacher's needs are little bit different from another's so this list covers a fairly wide range of options.
TinyTap is a good iPad and Android app for creating your own review games based on pictures and diagrams. You can create games in which students have to identify parts of picture or diagram. You can also build games in which your students have to assemble a puzzle by dragging and dropping pieces into place (the puzzle does not have to follow the jigsaw puzzle format). Click here to see a selection of games that teachers have made and published through TinyTap.
ClassTools.net offers a handful of templates for building your own educational games. Through ClassTools.net you could build a Pac-Man style game, a Connect Four style of game, or build a QR code treasure hunt for your students.
Socrative and Kahoot continue to be my two favorite platforms for hosting fast-paced review quizzes. Both services allow you to create quizzes and host quizzes that your students complete through their mobile devices or laptops. Students can receive instant feedback on each question (if you allow that option) and a final score. In both tools you can include pictures as part of your questions. Socrative allows you to host team activities that they call "space races."
If a Jeopardy-style game is what you're after, eQuizShow, Jeopardy Rocks, and FlipQuiz are worth giving a try. None of the three services requires you to download any files to create your activities. All three services provide text-based questions for free. eQuizShow and FlipQuiz support picture-based questions if you upgrade to their premium plans. Click here to learn more about FlipQuiz, eQuizShow, and Jeopardy Rocks.
http://www.tinytap.it/
http://www.tinytap.it/games/
http://www.classtools.net/
http://socrative.com/
https://getkahoot.com/
http://equizshow.com/
https://www.jeopardy.rocks/
http://flipquiz.me/
terça-feira, 29 de dezembro de 2015
sábado, 19 de dezembro de 2015
sexta-feira, 18 de dezembro de 2015
Technology and the Future of Classroom Learning
Only thirty years ago, the future of classroom learning seemed pretty secure. Students sat in neat rows of desks. Or if the teacher was on the progressive side, they might have those desks arranged into table groups. No matter the desk arrangement, each student had a clear view of the chalkboard. That was the center of every classroom, because that was where the teacher most often dispensed information.
Students also had clear expectations about how, when and what they were learning at any given moment in their highly scheduled day.
School was a place to learn because that’s where the learning materials were. The teachers, administrators and textbooks were all within those scholarly walls. And occasionally, if the school was wealthy and cutting edge, one single computer was nestled into the back corner of the room. This was just the way things were, and how we expected them to always be.
But things have already started to change. Here are a few ways technology will affect the future of classroom learning:
Less Teachers, More Algorithms
The trend towards computerization has already started. All across the world there are “blended” classrooms, those which combine the best of human instruction with programs designed to track and monitor student progress. For instance, the teacher uses a computerized curriculum that constantly quizzes students on the material they have learned. Based on these assessments, students can either move on to the next lesson or must review with the teacher until they master the lesson.
In such a classroom, there will be less need for traditional lecture style teaching, and more need for teachers as facilitators, allowing for higher and higher student/teacher ratios.
Less Classrooms, More Chatrooms
One other unexpected change just on the horizon of classroom learning is the need for a classroom at all. There is already a virtual education movement being led by organizations such as K12 and Connections Academy, to move public education fully online. The teachers and students at these schools never meet face-to-face in a “bricks and mortar” classroom, but rather meet at prearranged times online, often utilizing conferencing applications such as Skype, Tinychat or Google Hangouts.
Champions of online learning state that the online platform offers incredible benefits to learners, including the ability to overcome demographic and geographic challenges. And just like the “blended” classroom setting mentioned previously, online learning environments are customized to individual learners.
Whether students physically congregate in the same building or only virtually congregate online, there will always be a need, as far as we can tell, for congregation of some kind. So in that sense, schools will not become a relic of the past any time in the near future.
Less Textbooks, More Web Pages
However, textbooks, have already become somewhat of a relic for some teachers, though printing itself has become a sustainable industry. The fact is, we live in the information age, and print just can’t keep up.
For instance, a few years ago, scientists announced that Pluto was no longer classified as a planet. In the print world, it will take ten years or more for that single fact to be updated in all the textbooks in circulation around the country. However, on sites like Wikipedia, that fact can be corrected in two minutes.
In the future, printed materials will be used for recreation and luxury items, but not as a primary way of distributing information.
Less Drills, More Games
Long gone will be the days of memorizing spelling and math facts, the act of which often encourages students not to think.
In future classrooms, students will be playing games instead of memorizing facts. The reason games are so beneficial to student learning is that they provide a safe place for students to make mistakes and receive immediate feedback.
In a good game, a player must make mistakes, learn, improve and then finally feel successful. If the game does not follow this pattern, it would either feel too easy, too hard, or just plain boring. Coincidentally, this mistake-feedback-success loop is an excellent way to motivate learners of all ages.
Information is King
So while we can’t predict whether students will be wearing computerized glasses and watches, or if they can print out their homework assignments on a 3D printer, we can predict some things about the future of learning.
Most certainly, there will be less emphasis on the dispensing information from teacher to student and more emphasis on how to find, sort, and use that information wisely.
Author bio:
Nick Rojas is freelance writer, Californian, traveler, loving Husband. Fan of Oxford Commas and cursive.
Students also had clear expectations about how, when and what they were learning at any given moment in their highly scheduled day.
School was a place to learn because that’s where the learning materials were. The teachers, administrators and textbooks were all within those scholarly walls. And occasionally, if the school was wealthy and cutting edge, one single computer was nestled into the back corner of the room. This was just the way things were, and how we expected them to always be.
But things have already started to change. Here are a few ways technology will affect the future of classroom learning:
Less Teachers, More Algorithms
The trend towards computerization has already started. All across the world there are “blended” classrooms, those which combine the best of human instruction with programs designed to track and monitor student progress. For instance, the teacher uses a computerized curriculum that constantly quizzes students on the material they have learned. Based on these assessments, students can either move on to the next lesson or must review with the teacher until they master the lesson.
In such a classroom, there will be less need for traditional lecture style teaching, and more need for teachers as facilitators, allowing for higher and higher student/teacher ratios.
Less Classrooms, More Chatrooms
One other unexpected change just on the horizon of classroom learning is the need for a classroom at all. There is already a virtual education movement being led by organizations such as K12 and Connections Academy, to move public education fully online. The teachers and students at these schools never meet face-to-face in a “bricks and mortar” classroom, but rather meet at prearranged times online, often utilizing conferencing applications such as Skype, Tinychat or Google Hangouts.
Champions of online learning state that the online platform offers incredible benefits to learners, including the ability to overcome demographic and geographic challenges. And just like the “blended” classroom setting mentioned previously, online learning environments are customized to individual learners.
Whether students physically congregate in the same building or only virtually congregate online, there will always be a need, as far as we can tell, for congregation of some kind. So in that sense, schools will not become a relic of the past any time in the near future.
Less Textbooks, More Web Pages
However, textbooks, have already become somewhat of a relic for some teachers, though printing itself has become a sustainable industry. The fact is, we live in the information age, and print just can’t keep up.
For instance, a few years ago, scientists announced that Pluto was no longer classified as a planet. In the print world, it will take ten years or more for that single fact to be updated in all the textbooks in circulation around the country. However, on sites like Wikipedia, that fact can be corrected in two minutes.
In the future, printed materials will be used for recreation and luxury items, but not as a primary way of distributing information.
Less Drills, More Games
Long gone will be the days of memorizing spelling and math facts, the act of which often encourages students not to think.
In future classrooms, students will be playing games instead of memorizing facts. The reason games are so beneficial to student learning is that they provide a safe place for students to make mistakes and receive immediate feedback.
In a good game, a player must make mistakes, learn, improve and then finally feel successful. If the game does not follow this pattern, it would either feel too easy, too hard, or just plain boring. Coincidentally, this mistake-feedback-success loop is an excellent way to motivate learners of all ages.
Information is King
So while we can’t predict whether students will be wearing computerized glasses and watches, or if they can print out their homework assignments on a 3D printer, we can predict some things about the future of learning.
Most certainly, there will be less emphasis on the dispensing information from teacher to student and more emphasis on how to find, sort, and use that information wisely.
Author bio:
Nick Rojas is freelance writer, Californian, traveler, loving Husband. Fan of Oxford Commas and cursive.
quinta-feira, 17 de dezembro de 2015
Aprender a ensinar implica pensar no que significa ser professor
O artigo “Formação de Professores: Questões Críticas e Desafios a Considerar”, de autoria da investigadora do CIEC Maria Assunção Flores, publicado no relatório Estado da Educação 2014 do Conselho Nacional de Educação, foi alvo de matéria publicada pelo site “EDUCARE”.
Formar futuros professores é um caminho com várias etapas. No nosso país, detetaram-se alguns problemas como a falta de tempo e de condições para o desenho e desenvolvimento de um projeto de intervenção e a irrelevância de alguns módulos na promoção de competências profissionais. Maria Assunção Flores destaca alguns pormenores deste processo.
A formação pode fazer a diferença na aprendizagem dos futuros professores e na melhoria do ensino e aprendizagem dos alunos. É um dos fatores decisivos para a melhoria da Educação, mas é preciso analisar diversos aspetos. “Se se pretende que a formação de professores faça a diferença, é necessário elaborar programas de formação de qualidade, desenvolver uma visão clara e explícita sobre o processo de aprendizagem do professor e perspetivas pedagógicas específicas e investir na qualidade dos formadores de professores”, sublinha Maria Assunção Flores, investigadora do Centro de Investigação em Estudos da Criança da Universidade do Minho, no artigo “Formação de Professores: Questões Críticas e Desafios a Considerar”, publicado no relatório Estado da Educação 2014 do Conselho Nacional de Educação. “Mas é também fundamental desenvolver competências de investigação, coordenar e articular, de forma explícita, as várias componentes do currículo, refletir e partilhar práticas pedagógicas, integrar o ensino e a investigação na prática e incluir a dimensão ética, cultural e política para que a formação de professores possa, de facto, ser encarada como um espaço de (trans)formação”, acrescenta.
Como aprender a ensinar? Aprender a ensinar implica aquisição de destrezas e de conhecimentos técnicos e desencadeia um processo pessoal, reflexivo e crítico sobre o que significa ser professor e sobre os valores e propósitos implícitos nas próprias ações e nas instituições em que se trabalha. “O sentido de identidade profissional constitui um elemento central no processo de tornar-se e de ser professor”, escreve a investigadora, que se tem debruçado intensamente sobre o assunto. Há então perguntas que têm de ser feitas. Que tipo de professor se pretende formar? Que professor se está a formar? Quais os conhecimentos e competências a valorizar? Como discutir o papel do professor numa sociedade em permanente mudança? Os professores devem ser executores ou agentes do currículo?
“Aprender a ensinar constitui um processo complexo e multifacetado que começa antes da entrada num curso de formação inicial de professores e é influenciado por um conjunto de variáveis, de perspetivas, de crenças e de práticas, por vezes conflituais, que marcam a transição de aluno a professor”, refere Maria Assunção Flores. Aprende-se observando, não basta apenas a aquisição de saberes sobre o ensino, e as oportunidades e experiências são importantes para se ser bom professor. “A formação de professores deve centrar-se não apenas no que os professores devem saber e ser capazes de fazer, mas também no modo como os professores, enquanto agentes de mudança, pensam e no modo como são capazes de transformar a sociedade”, refere.
Em Portugal, segundo dados recolhidos no âmbito da formação inicial de professores pós-Bolonha, detetaram-se alguns problemas neste processo como a falta de tempo e de condições para o desenho e desenvolvimento de um projeto de intervenção; uma insuficiente coordenação; alguns seminários ou módulos foram considerados irrelevantes na análise de contextos e desenvolvimento de competências profissionais; e notou-se ainda a inadequação de modalidades de avaliação nalguns seminários e módulos.
Criatividade e liderança
Analisar o tema implica também refletir sobre políticas de formação, programas e currículos, pedagogia da formação e ainda sobre o papel dos formadores de professores. “De um modo geral, no contexto europeu, a formação dos professores tem sido identificada como uma prioridade na medida em que aqueles são vistos como ‘atores decisivos no modo como os sistemas educativos evoluem’”. Há vários princípios que têm sido indicados para orientar a formação de professores porque aprender a ensinar envolve continuamente exigências conflituais e concorrentes, aprender a ensinar exige uma visão do conhecimento como disciplina em vez de uma disciplina criada, aprender a ensinar implica a existência de conexões significativas entre escolas, universidades e os futuros professores.
Há várias questões a considerar nesta equação: a qualidade do conhecimento dos professores, a reflexão crítica sobre situação da sala de aula e da escola, a capacidade para integrar o conhecimento e para lidar com a complexidade, a capacidade para se adaptar às necessidades individuais e coletivas dos alunos. Apesar de muitas variações nesta matéria, há competências consideradas centrais na formação de professores: conhecimento da disciplina a ensinar, conhecimento da pedagogia, integração da teoria e da prática, cooperação e colaboração, um sistema de autoavaliação, mobilidade, dinamismo, criatividade e liderança.
“Têm sido identificadas discrepâncias entre o que os alunos futuros professores aprendem nos seus cursos e a sua experiência prática nas escolas e a falta de articulação entre as várias componentes de formação, muitas vezes associada à separação histórica e curricular entre as disciplinas mais teóricas e as mais práticas e à desconexão entre o conhecimento teórico/propositivo e prático/procedimental, bem como às tensões entre a lógica profissional e académica na formação dos professores”, revela a investigadora.
A preocupação com a qualidade e a eficácia da formação de quem ensina aparece recorrentemente nos estudos sobre a matéria. Nos Estados Unidos, a tendência é para a prestação de contas numa lógica de evidência e a qualidade da formação “é avaliada através de indicadores de eficácia do trabalho dos novos professores, obtidos nos resultados de testes estandardizados dos seus alunos”. Na Finlândia, caso de sucesso nos resultados dos alunos em programas internacionais de avaliação, é diferente, sobressai a elevada qualidade da formação de quem ensina. O modelo finlandês é então lembrado. Neste país, os programas baseiam-se na evidência empírica e no desenvolvimento das competências metacognitivas dos futuros professores através da reflexão e raciocínio pedagógico.
Analisar e discutir a pedagogia
A articulação entre teoria e prática também surge quando se aborda a formação dos futuros professores e a investigação aparece como um elemento importante porque pode potenciar essa articulação, “não no sentido de uma conceção de professor como executor de teorias produzidas pela investigação académica, que desvaloriza as suas teorias pessoais e o papel da experiência na construção do profissionalismo docente, mas através de uma nova pedagogia da formação baseada em problemas e preocupações emergentes dos contextos reais, na reflexão sistemática dos professores sobre o seu pensamento e a sua ação, e na interação entre os professores e os formadores e supervisores no sentido da consciencialização e reconstrução da prática”.
Investigar a própria prática é fundamental. “Um modelo de formação orientado pela e para a investigação é essencial para o desenvolvimento do ensino e do conhecimento sobre o ensino através da pesquisa, incluindo a análise dos contextos de trabalho dos professores.” Dessa forma, os alunos futuros professores assumem-se como alunos mas também como investigadores, o que, refere a autora do artigo, “implica o desenvolvimento de competências investigativas e de uma postura crítica face ao ensino e aos contextos da sua realização”.
O estágio, a aprendizagem no local de trabalho, é visto como um elemento chave para “potenciar a coerência, relevância e eficácia da formação, embora não haja consenso quanto à sua duração, localização no currículo da formação, nem quanto à sua forma e conteúdo”. O estágio é, no entanto, reconhecido como a experiência mais relevante para quem quer ensinar. E os formadores têm de ter um papel interventivo enquanto formadores e investigadores da formação, investigar a sua própria prática, na linha do autoestudo. Ou seja, ensinar sobre o ensino através da criação de “espaços onde os alunos futuros professores e os formadores de professores possam analisar e discutir a pedagogia”.
Como aprender a ensinar? Aprender a ensinar implica aquisição de destrezas e de conhecimentos técnicos e desencadeia um processo pessoal, reflexivo e crítico sobre o que significa ser professor e sobre os valores e propósitos implícitos nas próprias ações e nas instituições em que se trabalha. “O sentido de identidade profissional constitui um elemento central no processo de tornar-se e de ser professor”, escreve a investigadora, que se tem debruçado intensamente sobre o assunto. Há então perguntas que têm de ser feitas. Que tipo de professor se pretende formar? Que professor se está a formar? Quais os conhecimentos e competências a valorizar? Como discutir o papel do professor numa sociedade em permanente mudança? Os professores devem ser executores ou agentes do currículo?
“Aprender a ensinar constitui um processo complexo e multifacetado que começa antes da entrada num curso de formação inicial de professores e é influenciado por um conjunto de variáveis, de perspetivas, de crenças e de práticas, por vezes conflituais, que marcam a transição de aluno a professor”, refere Maria Assunção Flores. Aprende-se observando, não basta apenas a aquisição de saberes sobre o ensino, e as oportunidades e experiências são importantes para se ser bom professor. “A formação de professores deve centrar-se não apenas no que os professores devem saber e ser capazes de fazer, mas também no modo como os professores, enquanto agentes de mudança, pensam e no modo como são capazes de transformar a sociedade”, refere.
Em Portugal, segundo dados recolhidos no âmbito da formação inicial de professores pós-Bolonha, detetaram-se alguns problemas neste processo como a falta de tempo e de condições para o desenho e desenvolvimento de um projeto de intervenção; uma insuficiente coordenação; alguns seminários ou módulos foram considerados irrelevantes na análise de contextos e desenvolvimento de competências profissionais; e notou-se ainda a inadequação de modalidades de avaliação nalguns seminários e módulos.
Criatividade e liderança
Analisar o tema implica também refletir sobre políticas de formação, programas e currículos, pedagogia da formação e ainda sobre o papel dos formadores de professores. “De um modo geral, no contexto europeu, a formação dos professores tem sido identificada como uma prioridade na medida em que aqueles são vistos como ‘atores decisivos no modo como os sistemas educativos evoluem’”. Há vários princípios que têm sido indicados para orientar a formação de professores porque aprender a ensinar envolve continuamente exigências conflituais e concorrentes, aprender a ensinar exige uma visão do conhecimento como disciplina em vez de uma disciplina criada, aprender a ensinar implica a existência de conexões significativas entre escolas, universidades e os futuros professores.
Há várias questões a considerar nesta equação: a qualidade do conhecimento dos professores, a reflexão crítica sobre situação da sala de aula e da escola, a capacidade para integrar o conhecimento e para lidar com a complexidade, a capacidade para se adaptar às necessidades individuais e coletivas dos alunos. Apesar de muitas variações nesta matéria, há competências consideradas centrais na formação de professores: conhecimento da disciplina a ensinar, conhecimento da pedagogia, integração da teoria e da prática, cooperação e colaboração, um sistema de autoavaliação, mobilidade, dinamismo, criatividade e liderança.
“Têm sido identificadas discrepâncias entre o que os alunos futuros professores aprendem nos seus cursos e a sua experiência prática nas escolas e a falta de articulação entre as várias componentes de formação, muitas vezes associada à separação histórica e curricular entre as disciplinas mais teóricas e as mais práticas e à desconexão entre o conhecimento teórico/propositivo e prático/procedimental, bem como às tensões entre a lógica profissional e académica na formação dos professores”, revela a investigadora.
A preocupação com a qualidade e a eficácia da formação de quem ensina aparece recorrentemente nos estudos sobre a matéria. Nos Estados Unidos, a tendência é para a prestação de contas numa lógica de evidência e a qualidade da formação “é avaliada através de indicadores de eficácia do trabalho dos novos professores, obtidos nos resultados de testes estandardizados dos seus alunos”. Na Finlândia, caso de sucesso nos resultados dos alunos em programas internacionais de avaliação, é diferente, sobressai a elevada qualidade da formação de quem ensina. O modelo finlandês é então lembrado. Neste país, os programas baseiam-se na evidência empírica e no desenvolvimento das competências metacognitivas dos futuros professores através da reflexão e raciocínio pedagógico.
Analisar e discutir a pedagogia
A articulação entre teoria e prática também surge quando se aborda a formação dos futuros professores e a investigação aparece como um elemento importante porque pode potenciar essa articulação, “não no sentido de uma conceção de professor como executor de teorias produzidas pela investigação académica, que desvaloriza as suas teorias pessoais e o papel da experiência na construção do profissionalismo docente, mas através de uma nova pedagogia da formação baseada em problemas e preocupações emergentes dos contextos reais, na reflexão sistemática dos professores sobre o seu pensamento e a sua ação, e na interação entre os professores e os formadores e supervisores no sentido da consciencialização e reconstrução da prática”.
Investigar a própria prática é fundamental. “Um modelo de formação orientado pela e para a investigação é essencial para o desenvolvimento do ensino e do conhecimento sobre o ensino através da pesquisa, incluindo a análise dos contextos de trabalho dos professores.” Dessa forma, os alunos futuros professores assumem-se como alunos mas também como investigadores, o que, refere a autora do artigo, “implica o desenvolvimento de competências investigativas e de uma postura crítica face ao ensino e aos contextos da sua realização”.
O estágio, a aprendizagem no local de trabalho, é visto como um elemento chave para “potenciar a coerência, relevância e eficácia da formação, embora não haja consenso quanto à sua duração, localização no currículo da formação, nem quanto à sua forma e conteúdo”. O estágio é, no entanto, reconhecido como a experiência mais relevante para quem quer ensinar. E os formadores têm de ter um papel interventivo enquanto formadores e investigadores da formação, investigar a sua própria prática, na linha do autoestudo. Ou seja, ensinar sobre o ensino através da criação de “espaços onde os alunos futuros professores e os formadores de professores possam analisar e discutir a pedagogia”.
terça-feira, 15 de dezembro de 2015
segunda-feira, 14 de dezembro de 2015
sexta-feira, 11 de dezembro de 2015
Workshop Tablet no Ensino Superior
Decorreu nos dias 10 e 11 de dezembro o 1.º Workshop sobre a introdução do Tablet no Ensino Superior para docentes da Universidade do Porto.
Contámos com a presença de 18 docentes de diferentes faculdades da Universidade do Porto, de modo a conhecer e implementar do ponto de vista pedagógico este tipo de dispositivo móvel em contexto educativo.
Foram dois dias de formação muito entusiasmantes, nos quais a partilha de saber foi uma constante.
terça-feira, 1 de dezembro de 2015
Ponte em Mobile Learning entre Portugal e Brasil
Temos a intenção de estudar a forma com o Mobile Learning poderá melhorar a
aquisição de competências dos nossos alunos, promover práticas de inovação
pedagógica nas quais se enquadrem os dispositivos móveis como meio.
Pretendemos também aumentar as práticas colaborativas não só entre os
alunos, mas também entre os professores. A comunidade prática Super TABi segue
essa mesma intenção também no que toca à investigação e constrói uma ponte, que
espera por várias travessias entre Portugal e o Brasil num processo de
colaboração com a investigadora Rosiney Rocha Almeida.
Deixamos-vos um pequeno resumo da
sua atividade:
Possui graduação em Ciências Biológicas pela Universidade Estadual de
Montes Claros/MG (2004), pós graduação lato
sensu pela Universidade Cândido Mendes (2007) e mestrado Profissionalizante
em Ensino de Ciências e Matemática pela Pontifícia Universidade Católica de
Minas Gerais (2010).
Atualmente, é professora de Biologia no Ensino Básico, Técnico e Tecnológico
do IFNMG - Campus Montes Claros e
doutoranda em Ensino de Ciências pela Universidade Cruzeiro do Sul (2012-2016).
Tem experiência na área de Tecnologia da Informação com ênfase em
Tecnologias de Informação e Comunicação aplicadas a Educação, atua
principalmente nos seguintes temas: avaliação de objetos de aprendizagem e m-learning. É também bolseira CAPES via
PDSE na Universidade Aberta em Lisboa, Portugal.
Exemplo prático:
O
uso do tablet para a representação de
conceitos de genética: proposta e análise com base na Teoria da Atividade
Rosiney Rocha Almeida,
Carlos Fernando Araújo Jr, Meire Pereira França
Este artigo analisa se o uso
do tablet pode colaborar com a
aquisição da competência de representação de conhecimentos de genética sob a
forma de conceitos. Com base nos fundamentos teórico-metodológicos da Teoria da
Atividade (TA), foi desenvolvida e analisada uma atividade de representação do
conhecimento, que consistiu, dentre outras ações, na elaboração de três mapas
mentais digitais, para cada aluno, relacionados a conteúdos de genética.
Participaram deste estudo 34 alunos da 3ª série do Ensino Médio, do Colégio
Cruzeiro do Sul, localizado na cidade de São Paulo; duas professoras pesquisadoras
no âmbito da aprendizagem móvel; e dois técnicos em Informática. Os resultados
indicaram uma evolução no número de conceitos adequados representados pelos
alunos no decorrer da atividade realizada. Observou-se que o tablet, quando
utilizado sob a perspectiva da TA, pode colaborar com a representação de
conhecimentos de conteúdos de genética, sob a forma de conceitos.
quarta-feira, 25 de novembro de 2015
terça-feira, 24 de novembro de 2015
INSPIRING THE USE OF TABLETS IN SCHOOLS - FINAL RESULTS OF A PAN-EUROPEAN POLICY EXPERIMENTATION
By developing tablet learning scenarios and activities, guidelines and recommendations, it has enabled policy makers and schools to take informed decisions on optimal strategies for implementing 1:1 initiatives. The project was one of the first ‘policy experimentations’ funded under the European Commission’s Lifelong Learning Programme.
The CCL project idea was developed in 2012 by European Schoolnet in conjunction with nine Ministries of Education who were interested in exploring the added value of tablets as part of 1:1 computing strategies for schools, as well as in addressing policy challenges regarding how tablets can be effectively integrated in classrooms.
The project entailed development of teaching and learning scenarios by the policy makers and teachers in the project to address the key topics of collaboration, flipped classroom models of learning, content creation and personalised learning. Forty-five classrooms in eight countries took part in pilots where teachers used the CCL scenarios to develop innovative learning activities that included use of tablets.
The University of Wolverhampton, one of the project partners, carried out classroom observation visits to document and report on the experiences of the teachers and students. The investigation found, for example, that the integration of tablets in classrooms impacts on whole school issues. For effective use of tablets, teachers need more flexibility within the timetable: where lessons were longer (around 90 minutes), students had more time to investigate topics more deeply and implement the tablet based learning activities.
Policy makers are advised to develop a coherent approach for the integration of mobile devices in their country, which needs a vision and a set of implementation strategies including: communicating the need for pedagogical change, providing ongoing support to schools, investing on the capacity building of teachers, and gathering evidence about effective approaches.
As Marc Durando, Executive Director of European Schoolnet, states: “It is more important than ever before for schools to know why they are using technologies for learning and teaching. Fundamentally, the underlying issue is that pedagogical change is necessary to improve learning outcomes for students. The Creative Classrooms Lab project has shown that there is still much work to be done, but there is more than a curiosity with the technologies, there is now evidence to show that teachers benefit from a methodological process to change learning and teaching alongside pedagogical support in their classrooms and the opportunity to reflect on innovation in practice.”
The CCL policy experimentations were an important first step in helping the Ministries of Education develop strategies for the deployment and mainstreaming of mobile technologies. A great deal, however, still remains to be done, such as further exploring the challenges and opportunities of BYOD (Bring Your Own Device) strategies and the potential offered by emerging cloud services for schools. There is also a need to continue short policy experimentations, such as CCL, with pilots that involve a more in-depth evaluation of the innovative use of mobile devices in and out of schools, and could perhaps also include longer-term impact studies.
European Schoolnet Academy
The CCL project idea was developed in 2012 by European Schoolnet in conjunction with nine Ministries of Education who were interested in exploring the added value of tablets as part of 1:1 computing strategies for schools, as well as in addressing policy challenges regarding how tablets can be effectively integrated in classrooms.
The project entailed development of teaching and learning scenarios by the policy makers and teachers in the project to address the key topics of collaboration, flipped classroom models of learning, content creation and personalised learning. Forty-five classrooms in eight countries took part in pilots where teachers used the CCL scenarios to develop innovative learning activities that included use of tablets.
The University of Wolverhampton, one of the project partners, carried out classroom observation visits to document and report on the experiences of the teachers and students. The investigation found, for example, that the integration of tablets in classrooms impacts on whole school issues. For effective use of tablets, teachers need more flexibility within the timetable: where lessons were longer (around 90 minutes), students had more time to investigate topics more deeply and implement the tablet based learning activities.
Policy makers are advised to develop a coherent approach for the integration of mobile devices in their country, which needs a vision and a set of implementation strategies including: communicating the need for pedagogical change, providing ongoing support to schools, investing on the capacity building of teachers, and gathering evidence about effective approaches.
As Marc Durando, Executive Director of European Schoolnet, states: “It is more important than ever before for schools to know why they are using technologies for learning and teaching. Fundamentally, the underlying issue is that pedagogical change is necessary to improve learning outcomes for students. The Creative Classrooms Lab project has shown that there is still much work to be done, but there is more than a curiosity with the technologies, there is now evidence to show that teachers benefit from a methodological process to change learning and teaching alongside pedagogical support in their classrooms and the opportunity to reflect on innovation in practice.”
The CCL policy experimentations were an important first step in helping the Ministries of Education develop strategies for the deployment and mainstreaming of mobile technologies. A great deal, however, still remains to be done, such as further exploring the challenges and opportunities of BYOD (Bring Your Own Device) strategies and the potential offered by emerging cloud services for schools. There is also a need to continue short policy experimentations, such as CCL, with pilots that involve a more in-depth evaluation of the innovative use of mobile devices in and out of schools, and could perhaps also include longer-term impact studies.
European Schoolnet Academy
segunda-feira, 23 de novembro de 2015
domingo, 22 de novembro de 2015
Formar formadores na era do Mobile Learning
RESUMO
Cada vez mais
existem estudos que mostram que a maioria dos estudantes utiliza, na formação
profissional, tablets ou smartphones para aceder à Internet. De
nada valem os normativos que insistem em proibir nas salas de aula estes
recursos tecnológicos. O caminho é, com certeza, a sua integração nos trabalhos
e pedagogias escolares, aproveitando todas as sua potencialidades. Assim, os
formadores são chamados a mudar as suas práticas, mas só o poderão fazer se
tiverem as competências necessárias para tal. Tornar os formadores utilizadores
proficientes destes meios, é o primeiro passo para que a integração dos tablets e smartphones nas salas de aula se faça com ganhos para todas as
partes.
Neste artigo
apresentamos a formação realizada junto de 21 formadores de formação
profissional do Centro de Emprego e Formação Profissional do Porto. A formação
sobre a utilização de tablets e iPADs na sala de aula realizou-se num
total de 35 horas, assumindo uma forte componente prática. Apresentamos toda a
metodologia inerente ao desenvolvimento deste projeto, assim como os resultados
finais, que se tornaram surpreendentemente motivadores para nova intervenção.
ABSTRACT
Increasingly
there are studies showing that the majority of students from vocational
training courses use tablets or smartphones to access the Internet during
sessions. Thus, there are ineffective the rules that insist on banning these
technological resources from the classroom. By the contrary, the path is, in
our point of view, the integration of mobile devices into the classroom work,
taking advantage of its pedagogical potential. In this context, trainers are
asked to change their practices, but can only do that if they have the
necessary capability. Becoming proficient users of the mobile devices is the
first step towards the integration of smartphones and tablets in the
classrooms.
This
paper presents a training course on the use of tablets and iPADs in the
classroom conducted with 21 trainers from the Centro de Emprego e Formação
Profissional do Porto. The training course held a total of 35 hours, mostly
with practical sessions. We also present the methodology in the development of
the classes as well as the final results. Finding show that they became surprisingly motivators for new intervention.
A formación,
a orientación, e o emprego no recoñecemento, avaliación e certificación de
competencias profesionais adquiridas en contextos formais, non formais e
informais
Na rota dos livros digitais
RESUMO
Uma das
competências da formação profissional é a de consolidar leitores. A prática de
leitura é uma aposta social e um ataque ao analfabetismo funcional. Assim, ler,
é um processo mental de construção de significados, com base num texto escrito.
O pleno desenvolvimento da personalidade, o ideal da educação, o fim último e
pleno da educação apenas se poderá alcançar por métodos educativos propícios,
como a experiência vivida e de leitura, a liberdade de pesquisa, o
desenvolvimento do espírito crítico, a elaboração de regras, a resolução de
problemas, o trabalho em equipa, a cooperação e a iniciativa.
O digital
constitui um desafio a este entendimento da leitura, porque o seu contexto de
comunicação implica o uso de novos textos, na medida em que se trata de textos
multimodais, de natureza interativa, em rede, situados em contextos de
significação também eles renovados por serem marcadamente ativos, tangíveis,
móveis e corporizados.
Neste artigo
apresentamos o desenho, metodologia e os resultados do projeto “Na rota dos
livros digitais”, que visava a dinamização de leitura digital na formação
profissional nos cursos do Centro de Emprego e Formação Profissional do Porto.
ABSTRACT
One
of the training skills is reader’s consolidation. The practice of reading is a
social commitment and an attack on functional illiteracy. So, reading is a
mental process of building meanings based on a written text. The full
development of personality, the ideal of education, the ultimate and full
purpose of education, could only be achieved, by propitious educational methods
as lived experiences and reading, freedom of research, the development of
critical thinking, rules development, problems resolution, teamwork, cooperation
and initiative.
The
digital represents a challenge to this understanding of reading, because its
digital communication context implies the use of new texts, to the extent that
it is multimodal text, with interactive nature, network based, located in
meaning contexts also renewed because they
are markedly active, tangible, movable and embodied.
In
this paper, we present the design, methodology and results of the project
"On the route of digital books" aimed at the digital read-boosting
vocational training at the Centro de Emprego e Formação Profissional do Porto.
Artigo publicado nas atas do XVII CONGRESO INTERNACIONAL DE GALICIA E NORTE DE PORTUGAL DE FORMAIÓN PARA O TRABALLO
A formación, a orientación, e o emprego no recoñecemento, avaliación e certificación de competencias profesionais adquiridas en contextos formais, non formais e informais
segunda-feira, 16 de novembro de 2015
quinta-feira, 12 de novembro de 2015
segunda-feira, 9 de novembro de 2015
terça-feira, 3 de novembro de 2015
sábado, 31 de outubro de 2015
How to Manage Cell Phones in the Classroom
When I ask the students why they are so attached to their devices with the small (some aren't so small) screens, I invariably get the response, "It's my life."
I just don't get it and probably never will, but here is my attempt at understanding. After careful observation, I have determined that the cell phones are analogous to what happened when the Walkman first appeared on the scene for the older generation. A Walkman was a portable cassette player that sometimes came with a radio.
Students could conveniently take their music with them and also conveniently tune out any undesirable noise. Within this cocoon of music, students feel safe and protected. "I study better with my music" is a frequent response to "Please take the earbuds out." It doesn't matter how much research you share about the brain not being able to focus on more than one thing at a time, as soon as you turn your back, the earbuds will be back in.
They even have hoodies with built-in earbuds instead of drawstrings so that the students can wall themselves off with little chance of detection. They have thousands of songs on their playlist. It seems like an appendage to their bodies (as with many adults, as well).
The Texting Frenzy
Are you tired of seeing students text each other while sitting side by side? Lol. Or how about the sly student who is writing with pen at his desk while texting with the other hand under the desk? Are you frustrated by the text language and spelling that creeps into student assignments? Who are they texting? Is it other students that should be paying attention in class? I was shocked when I looked at my son's texting count -- over five thousand in one month! That's roughly one text for every three minutes he was awake. For some students that is a low number.
Accepting Reality
Phones at school are inevitable. Should we embrace the "bring your own technology" (BYOT) model or the extreme "you take it out and I take it away!" policy? How do you monitor and keep 30 phones busy doing productive work? What do you do with the few kids that do not have phones? On the other hand, is keeping a phoneless classroom worth the hassle and effort of being the phone ogre? Can you have both? No easy answer for this is found anywhere in blogosphere.
Whatever you decide, you cannot turn a blind eye to tackling this challenge -- school-wide and in the classroom. Perhaps the best thing you could do for yourself this summer is craft your classroom cell phone policy.
If you choose BYOT, students have to understand beforehand that using their phone has an educational purpose and what the consequences are for straying from that purpose. Then you have to enforce it, which means constant surveillance as you walk around, looking at every phone or tablet.
Deciding on a Cell Phone Policy
Establishing a no cell phone zone in your classroom requires a few things. First off, you need support from your administration, because you will possibly be sending repeat offenders to the office. You need also pervasive reminders of your policy on the classroom walls and in your lesson-framing pep talks. Perhaps the most important element is minimal downtime in your learning activities, because the temptation to sneak a look is just too strong.
While many schools still have strict phone policies, some schools ignore the policies in place and follow don't ask, don't tell. As long as a student is not causing problems, they can use their phones as much as they want outside of class, and each teacher has to determine how much phone use goes on in class. Cell phones in the classroom can be a significant discipline problem and classroom management struggle if clear and explicit guidelines are not established the first day. Every teacher's tolerance for phone usage varies.
But as an administrator, if I walk in and see earbuds and phones out during direct instruction, I see a problem that needs to be fixed. I am curious to hear your thoughts on cell phones in the classroom and the policies at your school. Please share in the comments section below.
I just don't get it and probably never will, but here is my attempt at understanding. After careful observation, I have determined that the cell phones are analogous to what happened when the Walkman first appeared on the scene for the older generation. A Walkman was a portable cassette player that sometimes came with a radio.
Students could conveniently take their music with them and also conveniently tune out any undesirable noise. Within this cocoon of music, students feel safe and protected. "I study better with my music" is a frequent response to "Please take the earbuds out." It doesn't matter how much research you share about the brain not being able to focus on more than one thing at a time, as soon as you turn your back, the earbuds will be back in.
They even have hoodies with built-in earbuds instead of drawstrings so that the students can wall themselves off with little chance of detection. They have thousands of songs on their playlist. It seems like an appendage to their bodies (as with many adults, as well).
The Texting Frenzy
Are you tired of seeing students text each other while sitting side by side? Lol. Or how about the sly student who is writing with pen at his desk while texting with the other hand under the desk? Are you frustrated by the text language and spelling that creeps into student assignments? Who are they texting? Is it other students that should be paying attention in class? I was shocked when I looked at my son's texting count -- over five thousand in one month! That's roughly one text for every three minutes he was awake. For some students that is a low number.
Accepting Reality
Phones at school are inevitable. Should we embrace the "bring your own technology" (BYOT) model or the extreme "you take it out and I take it away!" policy? How do you monitor and keep 30 phones busy doing productive work? What do you do with the few kids that do not have phones? On the other hand, is keeping a phoneless classroom worth the hassle and effort of being the phone ogre? Can you have both? No easy answer for this is found anywhere in blogosphere.
Whatever you decide, you cannot turn a blind eye to tackling this challenge -- school-wide and in the classroom. Perhaps the best thing you could do for yourself this summer is craft your classroom cell phone policy.
If you choose BYOT, students have to understand beforehand that using their phone has an educational purpose and what the consequences are for straying from that purpose. Then you have to enforce it, which means constant surveillance as you walk around, looking at every phone or tablet.
Deciding on a Cell Phone Policy
Establishing a no cell phone zone in your classroom requires a few things. First off, you need support from your administration, because you will possibly be sending repeat offenders to the office. You need also pervasive reminders of your policy on the classroom walls and in your lesson-framing pep talks. Perhaps the most important element is minimal downtime in your learning activities, because the temptation to sneak a look is just too strong.
While many schools still have strict phone policies, some schools ignore the policies in place and follow don't ask, don't tell. As long as a student is not causing problems, they can use their phones as much as they want outside of class, and each teacher has to determine how much phone use goes on in class. Cell phones in the classroom can be a significant discipline problem and classroom management struggle if clear and explicit guidelines are not established the first day. Every teacher's tolerance for phone usage varies.
But as an administrator, if I walk in and see earbuds and phones out during direct instruction, I see a problem that needs to be fixed. I am curious to hear your thoughts on cell phones in the classroom and the policies at your school. Please share in the comments section below.
How Screen Time is changing the way kids play: Finding the right balance for your child
If you are a parent like me, you probably get pangs of guilt every time you turn the TV on in front of the kids, or give them the iPad or an iPhone. Our pediatrician told us that children should get no TV before they turn 2, and in very small doses even after. In general we adhere to it, but the guilt doesn't go away, does it?
The reality is that our kids are not the first generation of children being exposed to screen time. Most of us grew up with TVs, and a lot of us with computers as well. Children now, though, have a lot more screens in their lives with the advent of iPhones and iPads.
It is important to first recognize that not all screen time is created equal -- watching a movie or a video on a TV is a very different use of screen than playing a game, which happens to be very different than programming a computer or making a digital painting, and all of these activities require the use of a screen.
One interesting development in the recent years has been around the world of connected play -- where physical products connect smart devices, often iPhones or iPads, and give kids a new way to play.
How do you look at screen time in this world, where children are interacting with a physical object, while still using a computer with a screen?
Interestingly enough, not all screen time is created equal even in the world of connected play. There are three kinds of connected play experiences that we see being created:
1. Tangible Manipulation, e.g., Tiggly, Osmo, Bridging Book, ubooly
This is the space that has seen probably the most number of inventions. As kids play with the physical toy, the screen interacts with them to extend the play experience. Tiggly app detects the pieces you put on the screen to determine the right response. With Osmo, your iPad tells you when you have the right answer based on detecting the position of your physical pieces. They all extend the on-screen play to the physical world.
For these products, the screen still plays a key role in the interaction -- it just happens to be that the physical manipulation may not involve your hands on the screen as much.
2. Remote Control, e.g., Sphero, Anki, Furby, Wowwee
Not only in toys, but in every aspect of our lives, iPhones have transformed how we control and interact with the world around us. Ranging from controlling our home to improving our fitness, the iPhone has heralded a new world of innovative products.
It is just as true for toys. It is inevitable for the smartphone to become the default remote controller for RC toys. Traditional toy companies may still lag behind, but new companies in this space are pushing the boundaries. There are robotic toys, such as Wowwee and Sphero, that you can control and manipulate using an iPhone. Anki is potentially going to replace slot cars. You can use an app on your phone to feed and interact with the Furby. With a screen in hand, remote control also evolves.
3. Screen is really a creative tool, e.g., Wonder Workshop, Raspberry Pi, Makey Makey
A different way of looking at the screen is to treat the device as a computer with a new way of manipulating data, that is both tangible and kid-friendly. This is how Wonder Workshop looks at touch devices.
When you use your iPad or iPhone to program the robots, you get to use the device as a creative tool and not just a screen: it becomes a tool to manipulate the physical world, and invent your own toys. You use the screen to manipulate data and create programs -- and the interface is designed to take advantage of the touch screens. Eventually, the role of the screen ends -- when you are done programming the robot, and you can wirelessly save the programs on the robots, and put the screen away. Your robots remembers your code, and is ready for play.
The truth is that innovations like Wonder could only happen because of the invention of iPhones and iPads first. These devices bring a child-friendly touch interface, seamless wireless communication with robots using Bluetooth LE, and enough computing power to run complex robotics programs -- all critical for Wonder and the robots Dash and Dot to be able to exist.
Our children are going to be digital natives -- growing up in a world they haven't seen without the Internet or without having access to it from their fingertips.
How do we then set them up with ways to discover, create, and learn with these screens rather than simply consume media?
The reality is that our kids are not the first generation of children being exposed to screen time. Most of us grew up with TVs, and a lot of us with computers as well. Children now, though, have a lot more screens in their lives with the advent of iPhones and iPads.
It is important to first recognize that not all screen time is created equal -- watching a movie or a video on a TV is a very different use of screen than playing a game, which happens to be very different than programming a computer or making a digital painting, and all of these activities require the use of a screen.
One interesting development in the recent years has been around the world of connected play -- where physical products connect smart devices, often iPhones or iPads, and give kids a new way to play.
How do you look at screen time in this world, where children are interacting with a physical object, while still using a computer with a screen?
Interestingly enough, not all screen time is created equal even in the world of connected play. There are three kinds of connected play experiences that we see being created:
1. Tangible Manipulation, e.g., Tiggly, Osmo, Bridging Book, ubooly
This is the space that has seen probably the most number of inventions. As kids play with the physical toy, the screen interacts with them to extend the play experience. Tiggly app detects the pieces you put on the screen to determine the right response. With Osmo, your iPad tells you when you have the right answer based on detecting the position of your physical pieces. They all extend the on-screen play to the physical world.
For these products, the screen still plays a key role in the interaction -- it just happens to be that the physical manipulation may not involve your hands on the screen as much.
2. Remote Control, e.g., Sphero, Anki, Furby, Wowwee
Not only in toys, but in every aspect of our lives, iPhones have transformed how we control and interact with the world around us. Ranging from controlling our home to improving our fitness, the iPhone has heralded a new world of innovative products.
It is just as true for toys. It is inevitable for the smartphone to become the default remote controller for RC toys. Traditional toy companies may still lag behind, but new companies in this space are pushing the boundaries. There are robotic toys, such as Wowwee and Sphero, that you can control and manipulate using an iPhone. Anki is potentially going to replace slot cars. You can use an app on your phone to feed and interact with the Furby. With a screen in hand, remote control also evolves.
3. Screen is really a creative tool, e.g., Wonder Workshop, Raspberry Pi, Makey Makey
A different way of looking at the screen is to treat the device as a computer with a new way of manipulating data, that is both tangible and kid-friendly. This is how Wonder Workshop looks at touch devices.
When you use your iPad or iPhone to program the robots, you get to use the device as a creative tool and not just a screen: it becomes a tool to manipulate the physical world, and invent your own toys. You use the screen to manipulate data and create programs -- and the interface is designed to take advantage of the touch screens. Eventually, the role of the screen ends -- when you are done programming the robot, and you can wirelessly save the programs on the robots, and put the screen away. Your robots remembers your code, and is ready for play.
The truth is that innovations like Wonder could only happen because of the invention of iPhones and iPads first. These devices bring a child-friendly touch interface, seamless wireless communication with robots using Bluetooth LE, and enough computing power to run complex robotics programs -- all critical for Wonder and the robots Dash and Dot to be able to exist.
Our children are going to be digital natives -- growing up in a world they haven't seen without the Internet or without having access to it from their fingertips.
How do we then set them up with ways to discover, create, and learn with these screens rather than simply consume media?
quinta-feira, 29 de outubro de 2015
terça-feira, 27 de outubro de 2015
Aplicação em contexto real: Formação sobre a utilização de tablets em sala de aula
Após a ação de formação "Utilização de tablets em sala de aula", muitos professores fizeram chegar algumas das suas experiências práticas sobre o que aprenderam.
Apresentamos um sumário de opiniões. Fotografias da ação e alguns exemplos de aplicações trabalhadas.
3.º Encontro de Jogos e Mobile Learning
O 3º Encontro sobre Jogos e Mobile-Learning pretende reunir investigadores, alunos de mestrado e doutoramento, professores, psicólogos e profissionais de Ciências da Educação, bem como outros interessados nestas temáticas, na Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra.
Os nossos alunos estão motivados para aprender com jogos e atividades interativas, rentabilizando os seus dispositivos móveis. Como está a ser utilizada a diversidade de apps que existem para dispositivos móveis? Que jogos têm sido desenvolvidos para o ensino e a aprendizagem? Que impacte tem tido a gamificação no ensino e na aprendizagem?
O evento conta com a presença do Prof. Eric Klopfer do Massachussets Institute of Technology (MIT), Estados Unidos, como conferencista.
O Encontro inclui conferências e comunicações, bem como workshops para os participantes terem um momento "hands-on". Participe! Divulgue o que faz e aprenda com os outros.
No dia 6 de maio, o Simpósio Doutoral pretende reunir doutorandos e orientadores para um debate científico. Não perca a oportunidade de apresentar o seu trabalho de doutoramento na área das Tecnologias na Educação e receber comentários especializados!
Link 3.º Encontro de Jogos e Mobile Learning
10 Emerging Education Technologies
By Pamela DeLoatch on August 13, 2015
Are you or your students wearing your Apple Watches to school, and if so, are you using them as part of your curriculum? What about the use of digital textbooks, adaptive learning, collaboration with other schools or flipped classrooms? These technologies represent some of the cutting edge tools and trends in education. While some are being implemented now, regular use of others is on the (not to distant) horizon. We’ve scanned the gurus’ lists and found the top technologies that educators need to prepare for in the next one to five years.
As we look at the top new trends in edtech, we notice some common themes:
Individualism– much of the new technology is for one person and is customized to that person’s preferences, to be used when convenient.
1. Wearable tech—smart watches and Google Glass show promise for new ways of learning, with smart watches getting the nod because its motion and pressure sensors can make it more applicable for activity-based learning.
2. BYOD—Bring your own device will become more commonplace as kids bring their own smart phones and tablets to school. Corporations found that employees who have grown used to having access to technology at home, expect the same level of sophistication at work. Students will begin to feel the same, and if their schools can’t supply the technology, the students will want to use their own.
3. Mobile learning—By the end of 2015, the mobile market is expected to have 3.4 billion users (that’s one in every two people on the planet). Mobile traffic on the Internet is set to surpass desktop traffic, and mobile education apps are the second most popular type of apps downloaded on iTunes.
Shared information—collaboration is key, whether it is with increased reliance on social media and an opportunity for more openness.
4. Cloud computing—More schools will use cloud-based tools like Google Classroom, making it easier for students and teachers to have access to information wherever they are, on whatever device they have.
5. Collaborative—Using social media to research and share information becomes the standard, not just internally but also across schools and universities.
6. Openness—Barriers to education weaken, whether through open access journals, digital textbooks and other open content, open source software or MOOCs—providing more people a chance to have access and influence education.
Hands on—even as education becomes more digitalized, there will be a need for hands-on learning.
7. 3D Printing—This allows students to transfer digital information to reality. At some point, 3D labs might be created the same way today’s computer labs are. Still at the early stages of development, 3D Printing is still 4-5 years away from widespread adoption. Other technologies that give students a hands-on tie-in to the digital world include products like littleBits electronics, which allow users to build with logic modules or programs like EdTechTitans, which teaches students to repair technological devices on campus as part of the curriculum.
Flexibility—the learning process must be adapted to meet the needs of students.
8. Flipped, blended learning—As teachers look for ways to differentiate learning, flipped and blended learning will become more commonly used in the next year. This approach allows students to be responsible for initiating learning, and gives teachers more opportunity to spend time on areas that are challenging to students.
9. Online learning—Even beyond MOOCs, students will look for the flexibility that online learning offers, both traditional and non-traditional students. And, as the number of online learners grows, organizations will begin to create more structured programs and measure their effectiveness.
10. Gamification—Learners remember 90% of what they do, even in a simulation, versus remembering just 10% of what they read or 20% of what they hear. Gamification increases the lesson’s stickiness and for that reason, is expected to increase in scope in the next two to three years.
In Sum
These are exciting times for edtech. And as new technologies continue to emerge, it’s important to evaluate them to see which ones provide the best tools for your individual learning community.
Are you or your students wearing your Apple Watches to school, and if so, are you using them as part of your curriculum? What about the use of digital textbooks, adaptive learning, collaboration with other schools or flipped classrooms? These technologies represent some of the cutting edge tools and trends in education. While some are being implemented now, regular use of others is on the (not to distant) horizon. We’ve scanned the gurus’ lists and found the top technologies that educators need to prepare for in the next one to five years.
Image via Flickr by Kārlis Dambrāns
As we look at the top new trends in edtech, we notice some common themes:
Individualism– much of the new technology is for one person and is customized to that person’s preferences, to be used when convenient.
1. Wearable tech—smart watches and Google Glass show promise for new ways of learning, with smart watches getting the nod because its motion and pressure sensors can make it more applicable for activity-based learning.
2. BYOD—Bring your own device will become more commonplace as kids bring their own smart phones and tablets to school. Corporations found that employees who have grown used to having access to technology at home, expect the same level of sophistication at work. Students will begin to feel the same, and if their schools can’t supply the technology, the students will want to use their own.
3. Mobile learning—By the end of 2015, the mobile market is expected to have 3.4 billion users (that’s one in every two people on the planet). Mobile traffic on the Internet is set to surpass desktop traffic, and mobile education apps are the second most popular type of apps downloaded on iTunes.
Shared information—collaboration is key, whether it is with increased reliance on social media and an opportunity for more openness.
4. Cloud computing—More schools will use cloud-based tools like Google Classroom, making it easier for students and teachers to have access to information wherever they are, on whatever device they have.
5. Collaborative—Using social media to research and share information becomes the standard, not just internally but also across schools and universities.
6. Openness—Barriers to education weaken, whether through open access journals, digital textbooks and other open content, open source software or MOOCs—providing more people a chance to have access and influence education.
Hands on—even as education becomes more digitalized, there will be a need for hands-on learning.
7. 3D Printing—This allows students to transfer digital information to reality. At some point, 3D labs might be created the same way today’s computer labs are. Still at the early stages of development, 3D Printing is still 4-5 years away from widespread adoption. Other technologies that give students a hands-on tie-in to the digital world include products like littleBits electronics, which allow users to build with logic modules or programs like EdTechTitans, which teaches students to repair technological devices on campus as part of the curriculum.
Flexibility—the learning process must be adapted to meet the needs of students.
8. Flipped, blended learning—As teachers look for ways to differentiate learning, flipped and blended learning will become more commonly used in the next year. This approach allows students to be responsible for initiating learning, and gives teachers more opportunity to spend time on areas that are challenging to students.
9. Online learning—Even beyond MOOCs, students will look for the flexibility that online learning offers, both traditional and non-traditional students. And, as the number of online learners grows, organizations will begin to create more structured programs and measure their effectiveness.
10. Gamification—Learners remember 90% of what they do, even in a simulation, versus remembering just 10% of what they read or 20% of what they hear. Gamification increases the lesson’s stickiness and for that reason, is expected to increase in scope in the next two to three years.
In Sum
These are exciting times for edtech. And as new technologies continue to emerge, it’s important to evaluate them to see which ones provide the best tools for your individual learning community.
Mobile learning no desenvolvimento de competências de interpretação e gosto pela leitura
Introdução
A transformação da escola passará, num futuro próximo, pelo mobile learning [Powell et al., 2011;
Moura, 2010]. Cada vez mais a aquisição de conhecimento passa pela mobilidade
dos alunos, dos contextos em que se inserem e dos conteúdos, sendo que o mobile learning é uma forma de promover
estas três condições. O mobile learning
potencia novas formas de aprender, colaborar, projetar e construir
conhecimento, na criação de novos ambientes e espaços de aprendizagem [Shum
& Crick, 2012]. O ato de ler e compreender a leitura é um processo
interativo e participativo que beneficia com estas novas formas de aprender.
Isso não acontece atualmente e a prova são os resultados finais das Provas de
Final de Ciclo do 4.º ano de escolaridade, [IAVE, 2010; 2011; 2012; 2013] no
1.º Ciclo do Ensino Básico (1.º CEB) continuam a revelar dificuldades.
Propomo-nos a realizar um estudo que vise o desenho,
desenvolvimento, implementação e avaliação de um software para dispositivos móveis com alunos 3.º ano de
escolaridade do 1.º CEB que promova a aquisição de competências de
interpretação textual de textos narrativos e simultaneamente o gosto pela
leitura.
Estado da Arte
A utilização pedagógica das TIC está em transformação, como
comprovam relatórios europeus [Mascheroni & Ólafsson, 2014] e nacionais
[Simões et al., 2014], que destacam a necessidade dos professores melhorarem as
suas práticas pela integração dos dispositivos móveis em contextos de sala de
aula como um pilar na aprendizagem de alfabetização e novas literacias. A
necessidade de atualização neste contexto é muito saliente, sobretudo se
considerarmos que o desenvolvimento profissional dos professores afeta o
desempenho dos estudantes e a sua aprendizagem [Yoon et al., 2007]. A
mais-valia do uso dos dispositivos móveis em contexto escolar tem sido
defendida por diversos autores [Attewell et al., 2014; Kukulska-Hulme, 2012],
argumentando que, enquanto sistemas tangíveis, os dispositivos móveis colocam a
ênfase na interação entre a criança e a tarefa, na manipulação com conteúdo,
evitando também assim a carga cognitiva adicional à já existente na interação
com o conteúdo. Quanto maior for o envolvimento do aluno na manipulação criativa,
na pesquisa, na interação com o próprio conhecimento, na descoberta de novas
formas de expressão de saberes, maior será a eficácia didática deste processo
[Moura, 2015].
Num estudo de Moura [2010], os alunos demonstraram
satisfação em usar os seus telemóveis, foram mais participativos, empenhados e
aperfeiçoaram as suas competências de língua, objeto particular da aprendizagem.
Por serem dispositivos convergentes, portáteis e multimédia os dispositivos
móveis representam uma alternativa que pode ser explorada [Shum & Crick,
2012; Powell et al., 2011]. Há uma grande familiaridade dos alunos com estes
dispositivos [Kadyte, 2004] por serem uma tecnologia comum no dia-a-dia, pela
sua mobilidade e portabilidade, pelo desenvolvimento de aspetos cognitivos
usando recursos multimodais, atributos que são cada vez mais considerados [Kukulska-Hulme,
2012].
A compreensão do texto escrito continua a ser uma
competência fundamental dos cidadãos e, por isso mesmo, alvo de interesse
investigativo particular nos estudos que visam a implantação das TIC em
contexto educativo. Os resultados gerais do estudo PIRLS 2011, uma avaliação
internacional de competências de literacia em leitura dos alunos do 4.º ano de
escolaridade, na qual Portugal participou pela primeira vez em 2011 e que
revelou que os alunos portugueses avaliados se situaram "entre os 19
países com melhor desempenho em leitura para o 4.º Ano" [ProjAvi, 2012, p.
2], num total de 45 países participantes. No entanto, os resultados parcelares
revelaram que "os alunos Portugueses do 4.º ano tiveram desempenho (...)
abaixo dessa média quando a finalidade de leitura era literária" [idem, p.
7]. Por outro lado, os resultados das Provas de Aferição internamente levadas a
cabo no 4.º ano do 1.º CEB, denominadas desde 2013 de Provas Finais de Ciclo,
revelam percentagens surpreendentemente altas de valores negativos respeitantes
à compreensão da leitura [13,3% [IAVE 2011], 18,6% [IAVE 2012]], num contexto
global de 47% de resultados negativos a Português, segundo o relatório do IAVE
[2013]. Torna-se, por isso mesmo, relevante o estudo do impacto da introdução
de ferramentas TIC e, em particular de dispositivos móveis, na redução desta
dificuldade.
Questão de investigação
Assim, definimos a seguinte questão de investigação: De que
forma um software desenhado,
desenvolvido, avaliado e implementado com alunos do 1.º CEB para dispositivos
móveis leva à aquisição de competências de interpretação de textos narrativos?
Objetivos
a)
Desenhar e desenvolver um software de interpretação textual criado para dispositivos móveis.
b)
Promover formação de professores do 1.º CEB sobre
inovação pedagógica usando o software
desenvolvido e dispositivos móveis.
c)
Monitorizar a utilização do software e os dispositivos móveis em contexto de sala de aula pelos
professores.
d)
Implementar o software
em contexto de sala de aula com alunos 3º ano do 1.º CEB utilizando
dispositivos móveis.
e)
Avaliar os resultados da utilização do software e dos dispositivos móveis na
aquisição de competências de interpretação textual.
f)
Avaliar os resultados da utilização do software e dos dispositivos móveis no
gosto pela leitura e interpretação de textos.
Metodologia
A metodologia proposta é a development research [van den Akker, 1999], sendo uma vertente
descendente da modalidade de investigação-ação. É uma abordagem metodológica
muito usada no desenho e desenvolvimento de software
porque, “por um lado, valoriza o esforço do designer no desenvolvimento do
objeto e, por outro lado, considera a complexidade do contexto de aprendizagem”
[Lencastre, 2012: p.53].
Iremos seguir a interpretação que nos é sugerida por van den
Akker [1999], com quatro etapas sequentes: [i]
Preliminary investigation, [ii] Theoretical embedding, [iii] Empirical testing,
e [iv] Documentation, analysis and reflection
on process and outcomes.
Na [i] Preliminary
investigatio: iremos para o terreno saber das razões das dificuldades dos
alunos do 3.º ano do 1º CEB na interpretação de textos de Português, e sobre a
integração de mobile learning na sala
de aula e na formação de professores. Seguidamente, [ii] Theoretical embedding atualizaremos o “estado da arte” e desenharemos
o protótipo e a nossa intervenção tendo em conta as linhas orientadoras do
programa curricular de Português. No final do 1.º ano teremos o estado da arte
atualizado, uma versão Alpha do
protótipo e um modelo de formação de professores de utilização da ferramenta
desenvolvida em Tablets na sala de
aula. A etapa [iii] Empirical Testing define-se
como o processo cíclico de avaliação da usabilidade onde vamos confirmar as
decisões tomadas na etapa anterior. Realizaremos a formação de utilização de Tablets em contexto de sala de aula aos
professores das escolas protocolados. Finalmente, a [iv] Documentation, Analysis and Reflection on process and outcomes é
uma etapa reflexiva que culmina com a apresentação e análise de todos os dados
recolhidos nas diferentes etapas anteriores e é também nesta etapa que
retiramos as nossas conclusões finais e apresentamos sugestões para estudos
futuros.
Resultados esperados
Pretendemos que através do software desenvolvido para a utilização dos dispositivos móveis haja
uma melhoria eficiente de aquisição de competências de compreensão textual e
gosto pela leitura dos alunos do 1.º CEB. É um facto que a tecnologia por si só
não irá alterar qualquer resultado de aprendizagem, mas é através de um uso
pedagógico da mesma que acreditamos numa mudança de comportamentos pedagógicos.
Esta é outra ambição deste estudo, facilitar conhecimentos técnicos e
pedagógicos aos professores, de modo a que estes inovem pedagogicamente tendo
por base a utilização dos dispositivos móveis.
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