In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.

1. DIGITAL ACTIVITIES FOR CREATIVE AND
PERFORMING ARTS: LEARNING FROM
EXPERIENCED TEACHERS
Fernando Albuquerque Costa
fc@ie.ul.pt
Carla Rodriguez
crpaiva@ie.ul.pt

2. Context
TACCLE 2 - Teachers' Aids on creating
content for learning environments.
517726-LLP-1-2011-1-BE-COMENIUS-CMP
2011/2014
Development of
strategies for
teaching and
learning with ICT in
articulation with
teacher education
Processes
Curricular areas:
•Primary
•STEM
•Humanities
•Core skills
•Arts

3. Problem (in TACCLE1)
To enhance the awareness of teachers about the pedagogical
potential of digital technologies for teaching and learning.
To stimulate concrete actions involving teachers and students
to explore namely the pedagogical potential of Web 2.0
Difficulties referred by teachers in the
first stage of the project (TACCLE 1)
Asking for pedagogical and
methodological guidelines!
Challenges (in TACCLE2)

4. Aims
To identify creative and innovative
solutions to inspire and guide teachers
of Arts to use ICT with their students
To identify specific ideas and strategies
that can mobilize the potential of ICT to
promote active learning, and bring
added value to the process of teaching

5. Desig Learning
with digital tools
CLE’s
(Jonassen 1996)
Learning with technologies
(Costa 2010, 2012)
Active
Construtive
Collaborative
Conversational
Reflective...
Creativity of the
Arts subjects
Arts and Cultural Education
at School in Europe
(EACEA 2009)
The TPACK Model
(Mishra & Koeler 2006)
Change
Innovation
Transformation
Transversality
Integration
Other ways for
teacher education
The f@r Model
(Costa 2007)
The PCK Model
(Shulman, 1986)
Autonomous
Reflexive
Critical
Integrated
Practice
Conceptual framework

6. Using theoretical knowledge to find
solutions for practical problems
Analysis of a
practice
problem
(researchers
and teachers)
in the context
Search of
solutions in
agreement with
a theoretical
reference.
Application and
testing of the
activities
organised in
real application
contexts
Reformulation
and fine-tuning
of the activities
based on the
feedback
obtained
Development Research
(Van dan Akker 1999)
Methodology

7. Phase 1
Auscultation of
specialist
teachers
Phase 2
Discussion and
drafting of
practice
activities with
ICT
Phase 3
Implementation
and evaluation
of activities with
ICT in real
contexts
Phase 4
Analysis,
reformulation
and evaluation
of activities
developed
Problem analysis, solutions development and evaluation of the results
Development phases

8. Contact teacher
specialists of
Arts and ICT
Focus group / brainstorming
Audiovisual and written artifacts
in the working sessions
Transcription and analysis of
data collected
Social networks
(facebook, e-mail list...)
Organize regular
meetings work
(Focus Group)
Auscultate the
10 specialist
teachers in the
area of Arts
Procedures
P
H
A
S
E
1
P
H
A
S
E
1
and
P
H
A
S
E
2

9. 10 teachers
Different disciplines of the Arts
with great motivation
and experience of using ICT
in their classrooms.
The focus group
7 researchers
in the field of ICT and education
with experience in the development
of strategies for teaching and
Learning with digital technologies

10. A concern to define the best way to
present the content, methods, techniques
and tools used in an activity in order to
create an estimulating environment, also
aiming acquisitions prescribed in the
curriculum.
Results
The proposed activities should be
organized around a common didactic
objective, although sufficient flexibility for
teachers to build their own content.

11. Provide flexibility, in terms of teaching and learning by
designing their own content in conjunction with the
curriculum.
Results
Enable teachers to define their own path according to
their interests or needs.

12. Curricular activities in the Arts area using ICT should be
structured in a flexible way, allowing teachers to define
their own path depending on the specific characteristics
of the given pedagogical situation (learning goals,
profile of group of students, technologies, time
available, etc.) and their own technical-pedagogical-
methodological skills
Conclusion

13. References
Costa, Fernando (2007). Tendências e práticas de investigação na área das
tecnologias em educação em Portugal. In A. Estrela, Investigação em Educação
(pp. 169-224). Lisboa: Educa.
EACEA (2009). Arts and Cultural Education
at School in Europe. http://www.eurydice.org
Jonassen, David (1996): Computers in the classroom: mindtools for critical
thinking, Columbus, OH: Merrill/Prentice Hall.
Mishra, Punya & Koehler, Matthew. J. (2006). Technological Pedagogical Content
Knowledge: a framework for teacher knowledge. Teachers College Report, 108,
1017-1054.
Shulman, Lee (1986). Those who understand: Knowledge growth in teaching. In:
Educational Researcher, Feb. 1986: 4-14. (AERA Presidential Address).
Van den Akker, Jan (1999). Principles and methods of development research. In
Jan Van den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson & T. Plomp
(Eds.), Design Methodology and Developmental Research in Education and
Training (pp. 1-14). The Netherlands: Kluwer Academic Publisher.

14. DIGITAL ACTIVITIES FOR CREATIVE AND
PERFORMING ARTS: LEARNING FROM
EXPERIENCED TEACHERS
Fernando Albuquerque Costa
fc@ie.ul.pt
Carla Rodriguez
crpaiva@ie.ul.pt
THANK YOU !