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
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