Participation in the round table of the ICEM-SIIE 2011. Aveiro, Portugal: Public policies about Training and Digital Technologies in the schools from Brasil and Portugal

1. Public policies about Training and Digital Technologies in the schools from Brasil and Portugal<round table> THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS fernando albuquerque costa | fc@ie.ul.pt instituto de educação http://aprendercom.org/miragens/

2. Policy VISION Reality

3. “itisaboutto getit[thedream]more possible!” [thedream] Seymour Papert

4. SUMMARY & scope sequence THE PORTUGUESE VISION FOR THE DIGITAL COMPETENCES OF STUDENTS & TEACHERS fernando albuquerque costa | universidade de lisboa | instituto de educação

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

6. fernando albuquerque costa | universidade de lisboa | instituto de educação sequence 1985 2008 2010

8. Which competences of teachers?

9. With which teacher training models?

12. ICT meaning innovation of learning processes

13. ICT much more than an instrumental support of learning subjects

14. ICT as a set of transversal competencies

15. ICT as a tool for both individual and social development of students (citizens)…EVIDENCES Very poor, superficial and unclear role of ICT in the national curriculum, independently of the subject areas. (Cruz, 2010) (Costa, 2010) fernando albuquerque costa | universidade de lisboa | instituto de educação

16. CURRICULUM Production, Knowledge Informationaccess Safety Communication,Interaction fernando albuquerque costa | universidade de lisboa | instituto de educação

17. CURRICULUM INFORMATION.. Ability to search for andprocessinformationpursuant to concrete objectives: data search, selection, analysisandsummarizing. COMMUNICATION.. Ability to communicate, interactandcollaborateusing online communicationtoolsandenvironments as self-learningstrategiesand as a means to helpothers to learn. PRODUCTION.. Ability to organiseknowledgethroughwork processes that use the digital meansavailableand to developinnovativeproductsandpractices. SAFETY.Ability to use digital resourcesincompliancewithsafety standards. fernando albuquerque costa | universidade de lisboa | instituto de educação

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

19. CURRICULUM ICT learningoutcomesframework fernando albuquerque costa | universidade de lisboa | instituto de educação

21. Identifies necessary information in off-line and on-line digital resources (matching pairs, synonyms and opposites, colours and sizes, etc.), provided by the adult on the computer desktop.

22. Organises information into categories and classes according to common attributes (games related to food, objects, activities, etc.), using off-line and on-line resources provided by the adult on the computer desktop. fernando albuquerque costa | universidade de lisboa | instituto de educação

23. TEACHERS PROFESSIONAL DEVELOPMENT

25. Using ICT without a full understanding of learning principles.

26. Knowing how to use computers but not in the classroom with their pupils.

27. ICT did not significantly change the attitudes, roles and ways of teaching and learning.(PERALTA, 2002) fernando albuquerque costa | universidade de lisboa | instituto de educação

29. A “negative emotional connotation on the relation to technology”…

30. Not feeling competent enough to cope with the changes ICT compels them to…

31. Too little time and too much to do…

32. Organisationalconstraints at school

33. The inappropriate or insufficient training they had …(PERALTA, 2002) fernando albuquerque costa | universidade de lisboa | instituto de educação

35. Teacher training centered on the school, determined by curricular issues

36. ICT meaning innovation of methodological processes

37. Collaborate and share

38. Long life learning

39. Special attention to 2ndorder barriers…Teachers are inadequately prepared to understand and apply ICT to curriculum. Inadequacy of traditional teacher training models. (Costa, F. (Coord.) 2008) (Peralta, 2002; Costa, 2005, 2008) fernando albuquerque costa | universidade de lisboa | instituto de educação

40. TEACHERS PROFESSIONAL DEVELOPMENT ICT levelsofcertificationofteachers fernando albuquerque costa | universidade de lisboa | instituto de educação

41. TEACHERS PROFESSIONAL DEVELOPMENT ICT competencesframework fernando albuquerque costa | universidade de lisboa | instituto de educação

42. TEACHERS PROFESSIONAL DEVELOPMENT Pillarsof the teacherstrainingmodel VISION sharing supervision support ATTITUDES PRACTICE (Costa & Viseu, 2008) fernando albuquerque costa | universidade de lisboa | instituto de educação

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

44. TEACHERS PROFESSIONAL DEVELOPMENT "IT is truly a revolutionary technology that, if properly used, could change education significantly.” “itisthepedagogicalway in whichitisusedthatmakesthedifference.” (Salomon, 2002)

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

46. REFERENCES Costa, F. (2010) Metas de Aprendizagemnaárea das TIC: Aprender Com Tecnologias. in Fernando Costa et al (2010). I EncontroInternacional TIC e Educação. Inovação Curricular com TIC. Lisboa. Instituto de Educaçãoo da Universidade de Lisboa. (931-936). (http://aprendercom.org/miragens/wp-content/uploads/2010/11/398.pdf) COSTA, F. (Coord.) (2008). Competências TIC. Estudo de Implementação. Vol. I. Lisboa: GEPE-Ministério da Educação. Costa, F. (2005). Aboutthe Portuguese realityof ICT ineducation, InteractiveEducationalMultimedia (Vol. 11, Editorial).(http://www.ub.es/multimedia/iem/) Costa, F., Cruz, E., Belchior, M., Fradão, S., Soares, F., & Trigo, V. (2010). Metas de Aprendizagem na área das TIC.DGIDC/MEhttp://www.metasdeaprendizagem.min-edu.pt/ensino-basico/metas-de-aprendizagem/) Costa, F. & Viseu, S. (2008). Actionandreflection – nuclear strategiesofteachertraining for ICT use. TheLearningTeacherJournal, vol. 2, n.2, 27-44. Cruz, E. (2010). Análise da Integração das TIC no Currículo Nacional do Ensino Básico. Dissertação de Mestrado em Ciências da Educação. Especialidade em Tecnologias Educativas. Faculdade de Psicologia e de Ciências da Educação. Universidade de Lisboa. Salomon, G. (2002). Technologyandpedagogy: Whydon'tweseethepromisedrevolution? EducationalTechnology, 71-75. Peralta, H. (2002). Qualitativeresearchintotracing (elementsof) current/perspective innovatorypractices(IPETCCO, Project: 87714 – CP – 1 – 2000 – GR – Minerva – ODL). Lisbon: Faculdade de Psicologia e de Ciências da Educação - Universidade de Lisboa.

47. “Trata-se de ver como torná-lo [o sonho] mais possível!” [o sonho] Seymour Papert

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