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- Desenvolvimento e validação de um instrumento SMITPublication . Bidarra, Íris Daniela; Andrade, AntónioIn this paper we describe the stages of construction and validation of an instrument that identifies the stages of maturity in the school mistreatment of the information technologies that we designate by SMIT - School Maturity of Integration Technology. It identifies a set of metrics developed to measure two fundamental dimensions: the organizational and the technological environment in the teaching and learning process. The results showed that the scale composed of 51 items, obtained a very high reliability. The empirical study was supported out with the participation of 60 teachers from various levels of education in Portugal.
- Avaliação de apps utilizadas em contexto educativoPublication . Veiga, Francisco; Andrade, AntónioNos últimos anos assistimos a um aumento contínuo na utilização das tecnologias nos processos de ensino e aprendizagem, mais concretamente na aplicação das tecnologias móveis dentro e fora da sala de aula. Em vez de indiferença ou recusa esta tendência é um aproveitamento do potencial latente e um esforço de adaptação da escola à importância da tecnologia na sociedade. Novas formas de ensinar e aprender utilizando o smartphone permitem o desenho de atividades que utilizem apps como ferramenta didática para serem usadas em contexto de sala de aula. O objetivo deste estudo é encontrar um conjunto de indicadores que permitam aos professores avaliar as apps de um reportório que tenham utilizado, ou que estejam ou pretendam utilizar em contexto educativo e que desejem partilhar com a comunidade para facilitar a sua adequada adoção. Fica fora do âmbito deste trabalho a problemática dos eventuais impactos do uso do smartphone na memória, na atenção ou em outras dimensões cognitivas: focamo-nos essencialmente no seu potencial como meio que explicita conhecimento e incrementa a motivação e a colaboração. Assim, chegamos a uma proposta de análise organizada em três categorias e 23 atributos.
- As dimensões inovadoras da prática da internet das coisas na educaçãoPublication . Magalhães, Andreia; Alves, José Matias; Andrade, AntónioA Internet das Coisas (IdC) sustenta-se num conjunto de tecnologias que permite, a partir de dispositivos tecnológicos, como sensores, ligar objetos à internet e destes recolher dados do mundo analógico, em tempo real, possibilitando ações imediatas ou o seu armazenamento para posterior análise e controlo. Esses cenários dinâmicos podem contribuir para o enriquecimento da aprendizagem, evoluindo o ensino para um modelo baseado no desenvolvimento de competências, que exige dos alunos um desempenho mais ativo. Assim, pretende-se investigar as dimensões inovadoras da prática da IdC na educação, através da análise da aplicação do projeto SOLL – Smart Objects Linked to Learning, com alunos do 3.º ciclo, numa abordagem interdisciplinar das ciências. Neste sentido, utilizando uma metodologia mista, questionários aos alunos e inquérito por entrevista, em focus group, aos professores, os dados obtidos mostram que, em geral, esta plataforma tem uma dimensão inovadora para a educação, pois promove melhorias nos resultados educacionais, introduz produtos e serviços novos e/ou melhorados, como novas pedagogias ou novas combinações de pedagogias, incluindo serviços de e-learning e/ou novas formas de organizar as atividades.
- Impact of the internet of things on 3rd cycle students motivation in an interdisciplinary approach to sciencePublication . Magalhães, Andreia; Andrade, António; Alves, José MatiasRecognizing in Iot an advantage to make teaching evolve to a model based on the development of competences, which requires students to play a more active role, it is intended, using a mixed methodology, to study its impact on 3rd cycle student motivation, in an interdisciplinary approach to science. Thus, through surveys, student questionnaires and focus group interviews with teachers, the obtained data show that students, in general, remain motivated. This brings numerous benefits to its development, leading to greater autonomy in the acquisition of knowledge.
- SOLL: Smart Objects Linked to Learning: educational platform with the Internet of ThingsPublication . Magalhães, Andreia; Andrade, António; Alves, José MatiasThe Internet of Things (IoT) is a network made up of various objects and devices connected to the Internet, that emerge with great potential for Education. In this sense, we intend to present the SOLL project: Smart Objects Linked to Learning, which is a learning, interactive, dynamic and interdisciplinary platform, supported by a set of technologies that collect and store data, from a greenhouse, for later interdisciplinary analysis. Thus, in this article, the architecture of the platform is exposed, and we also present a description of the components used to create this learning environment and a reflection on the provided learning.
- Technology and innovation in education: interfaces for digital skillsPublication . Chipaco, Eliseu; Gujamo, Luís; Andrade, AntónioThis article addresses technology and innovation as inherent elements of 21st century education within a broad context. It is intended here to describe the common elements between technology and innovation. We undertook a bibliographic study that focuses on the analysis of the two elements of technology and innovation, that demonstrate, in different ways, the approach (dialogue) between both, as practices of education of individuals fully inserted into the information and knowledge society. Technology is a phenomenon that has been constituted in the manner, in the environment, and in the context of human action in the world. In education this is a reality for all those who attend educational institutions, allowing for structural changes in teaching and learning methods. On the other hand, innovation is multifaceted and can manifest itself in different ways. Of course, depending on its application, innovation can bring about a transformative dynamic in the field of education, enabling it to meet the challenges of an increasingly global and digital society, focusing on relevant learning that adopts innovative and active pedagogies. It is concluded that both technology and innovation have brought changes in educational institutions, in the way students are accessing information and knowledge, leading teachers to explore teaching methods and learning environments in the digital age, resulting in this way, in educational digital competences as defined by international organizations.
- Teaching chemistry in a social learning environment: facing drivers and barriersPublication . Castro, Cornélia; Andrade, AntónioThe Portuguese Technological Plan for Education (TPE) was established to modernize schools and to consolidate the role of Information and Communication Technologies (ICT) in order to promote the academic success of students and allow schools to be transformed into technological enhanced environments through a significant learning and knowledge building in a participatory, collaborative and sharing logic. With this work we aimed to establish dynamical interactions students-content-teacher in order to overcome a diagnosed students’ lack of effort towards studying curriculum chemistry content. Our methodology design is a non experimental and descriptive one, carried out in a secondary school during a whole school year, in order to answer the question “How to improve the engagement of K-12 students in chemistry classes?”. Students, gathered in small groups, were asked to create digital learning resources (DLR) during classes. The teacher assumed the role of the supervisor, coacher and facilitator of every task that had to be taken or chosen by the students. To enhance interaction student-student and student-teacher, a Twitter account and a Ning community were created for the class. Both supported the Social Learning Environment (SLE) that was intended to be created. The data collected – DLR created, participation of each student in the Ning community, teacher observations and students’ opinions – led us to satisfactory results in what concerns the goals of this exploratory study. We based our research in the following facts: i) the development of a technological basis in education is a social demand and therefore its adoption in a systemic way is no longer a matter of choice; ii) our “digital native” students have different learning styles not considered by traditional instructional practices; iii) SLE promotes and supports collaborative learning through the use of student-created content; iv) involving innovative pedagogical approaches opens up opportunities to engage students in creative learning and can possibly help bridge gaps between innovative and conventional pedagogical approaches and v) the use of well-structured technology, in certain contexts, may have a significant and positive effect on students’ achievements. SLE has been shaped by experience and this study is about that: web 2.0 tools, social media and student-generated content were used to answer to a combination of curriculum very specific skills and the needs and desires of the students. The affordances and constraints of SLE as an open architecture that has potential to facilitate collaborative learning are delineated. The methodology followed out allowed an interaction from many to many and an increased students’ engagement in the proposed tasks. SLE developed ICT skills and established itself as a cognitive tool: students accessed information about learning content and turned it into knowledge. The results seem to demonstrate that TPE, by allowing the ubiquity of computers in schools, let students to be more engaged in working and came out to be a facilitator for integrating ICT in the curriculum. Our findings are important for the Portuguese teachers who still withstand, before these “Net Generation” students, to experimenting pedagogical approaches that integrate ICT into real teaching contexts which is now an imperative cause. Future work should focus on mechanisms that allow assessment both of the methodology used and the students’ generated content in order to improve students’ learning in this environment.