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- O aluno de química como co-autor de Recursos Educativos Digitais: no palco e espectador de si mesmoPublication . Castro, Cornélia; Andrade, AntónioA transformação das escolas portuguesas em ambientes ricos em tecnologia, tornando os computadores uma janela para trazer o mundo para a escola, veio criar condições para a reconceptualização da atividade do professor confrontado agora com o imperativo de transformar o seu modo de ensinar e envolver os alunos em formas de aprender baseadas numa lógica de trabalho colaborativo e de partilha. Pretendeu-se estabelecer interações dinâmicas alunos-conteúdos-professor de forma a ultrapassar a previamente diagnosticada falta de motivação e empenho dos alunos para o estudo de química. Com esse propósito, desenhou-se uma estratégia de trabalho em sala de aula cujo núcleo consistiu na criação de recursos educativos digitais pelos alunos recorrendo à tecnologia disponível e às ferramentas da web 2.0. Os alunos constituíram-se como co-autores do conhecimento a adquirir e estipulado no programa oficial da disciplina de química do 12.º ano, tendo, ao mesmo tempo desenvolvido as suas competências digitais, de uma forma supervisionada.
- DER in Portugal: state-of-the-art of the two major Repositories in Elementary and Secondary EducationPublication . Castro, Cornélia; Ferreira, Sérgio André; Andrade, AntónioIn the last decade, there has been an expansion of Repositories of Digital Educational Resources (DER), funded and stimulated by government authorities and non-profit institutions, in order to publish, collect, distribute and pre-serve DER. In this environment, inspired by the Open Content Movement, it is recognized the importance of the vast heri-tage of DER, produced by the collective intelligence, for pedagogical innovation. Following this trend, in Portugal, about three years ago, two repositories were created at the elementary and secondary education levels: Schools Portal, of Gov-ernment responsibility with a generalist vocation, covering the entire spectrum of the curriculum and the House of Sciences, headed by the Calouste Gulbenkian Foundation, which is a private institution of public utility, and dedicated to the areas of natural and exact sciences. In this study the state of the art of these two repositories is presented once they are the ones most visible in Portugal in what concerns the main dimensions that interfere on their quality. The methodology of data col-lection was based on the analysis of the portals from the point of view of the producers and users of the DER of the reposi-tories. The main results and conclusions are presented and considerations about the factors that in the future may contribute to the sustainable improvement of some of the characteristics of the repositories covered in this study are stated.
- Cognitive communication 2.0 in the classroom - resonance of an experience in higher educationPublication . Ferreira, Sérgio André; Castro, Cornélia; Andrade, AntónioThe communication in the classroom is often carried out on a one-to-many basis, with the teacher, before an audience of dozens of students, playing a traditional role. In this context, still commonly practiced, it is pertinent to introduce mechanisms of interaction mediated by technology, since research shows a significant correlation between the use of technology, the time spent in social media and the engagement of students. In fact, literature shows that social media has attracted the interest of academics more likely to use technology in education, who thereby seek new ways to motivate their students to a more active learning. The adoption of cognitive communication 2.0 morphology, in traditional contexts such in communication one-to-many, is a challenge to be overcome. We consider so of great importance creating and evaluating resources and pedagogical practices that are aligned with this new paradigm. In this study, we intend to make a contribution to understanding the problematic of the morphology of cognitive communication in the context of the classroom in Higher Education, with the integration of web 2.0 tools. On the approach to the problem, we have explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behaviour in the classroom; vi) negative behaviour in the classroom. The goals of this study are: i) to validate the instrument for data collection, ii) to assess the perceptions of students regarding the effects of the resource and pedagogical practices used in the classroom dynamics iii) to set in context and to relate the cognitive communication 2.0 in the classroom with other components of the Hybrid Institutional Personal Learning Environment. This is an exploratory type research, since it seeks to provide a greater familiarity with the problem and to identify dimensions and items to be included in the questionnaire. The data collected will be processed under a quantitative perspective. Considering, therefore, the nature of the study we did not seek to establish correlations between variables, but only to identify trends, using descriptive statistics. It is expected that the results obtained will contribute to the articulation of web 2.0 tools with traditional cognitive communication in the classroom, in such a manner that positive impacts will result in pedagogical and technological effectiveness and thus in students learning achievements.
- Recursos educativos digitais na escola: um exercício de sedução com TICPublication . Castro, Cornélia; Andrade, António; Lagarto, José ReisÀ semelhança de experiências e decisões internacionais, também em Portugal o processo de ensinar e aprender ocorre agora em ambientes tecnologicamente enriquecidos. Com o objetivo de recolher evidências sobre como se utiliza a tecnologia, os recursos educativos digitais e os repositórios, apresentam-se os resultados de um estudo exploratório obtidos com 455 respondentes a um inquérito por questionário autoadministrado online a professores do Continente e Ilhas dos Ensinos Pré-escolar, Básico e Secundário. A investigação revela que os professores recorrem à utilização da tecnologia e de recursos educativos digitais, selecionam e descarregam recursos com qualidade assegurada de repositórios, encontrando-se, portanto, a tirar partido do equipamento informático disponível nas escolas portuguesas.
- Cognitive communication 2.0 in higher education: to tweet or not to tweet?Publication . Andrade, António; Castro, Cornélia; Ferreira, Sérgio AndréResearch has been fertile in producing studies on pedagogical change and innovation through technology in Higher Education Institutions, namely the integration of the social media in pedagogical practice. However, there is a lack of studies on the integration of the social media in the particular field of lectures. In this context, commonly practiced, the teacher faces a wide audience and feels the need to activate mechanisms of direct instruction, for reasons of economy of time and because it is the most dominant pedagogical model. As a result there is a communication paradigm 1.0 (one-way communication, one-to-many, low or non-existent interaction). In this study, exploratory and quantitative in nature, an approach to the thematic of the exploration of the social media in order to upgrade the cognitive communication from 1.0 to 2.0 (many-to-many, interaction between all the participants) in lectures was made. On the approach to the problem, we explored a PowerPoint presentation with the integration of the micro blogging tool Twitter, as a basis for addressing the characteristics of cognitive communication 2.0. For data collection a questionnaire was designed, based on literature, and intended to evaluate several dimensions of the resource used, namely: i) pedagogical issues, ii) technological aspects, iii) cognitive learning; iv) interactions in the classroom; v) positive behavior in the classroom and vi) negative behaviour in the classroom. The results indicate that students recognize the potential of this tool in the dimensions assessed. Twitter integration in PowerPoint allowed the teacher and the students to read each other’s views and each had the opportunity to contribute to the debate. It also allowed the release of multiple choice questions to the audience, with answers via Twitter and projection of results via PowerPoint. This way, a true cognitive communication 2.0 took place.
- A Blogosfera como ambiente para o desenvolvimento profissional dos Professores de Física e QuímicaPublication . Castro, CornéliaA sociedade atual, imersa em tecnologia, apresenta desafios ao professor de física e química neste século XXI, os quais se revestem de múltiplos contornos, nomeadamente de ordem tecnológica. O ambiente rico em tecnologia em que se transformou a sala de aula, veio contribuir para a tomada de consciência de que a integração das tecnologias de informação e comunicação no processo de ensinar e aprender, não poderá ser ignorada. Neste estudo, apresentam-se contributos de produção pedagógica de blogues por professores de física e química, os quais partilham e disseminam, desta forma, as suas práticas. São apresentados e analisados exemplos de utilização de ferramentas que os professores de física e química privilegiam para a partilha de recursos como apoio ao trabalho em sala de aula. Constituindo-se como um modo de integração das TIC de modo didático e pedagógico na disciplina de física e química do ensino básico e secundário, contribuem ainda como um meio para o desenvolvimento profissional dos pares.
- Ensinar e aprender com o Twitter: endorfinas na comunicação assíncronaPublication . Castro, Cornélia; Andrade, António
- Digital educational resources repositories in lower and middle education in Portugal: quality criteria in the international contextPublication . Castro, Cornélia; Ferreira, Sérgio André; Andrade, AntónioThe thematic of Digital Educational Resources (DER) and digital educational repositories at primary and secondary education levels is of growing centrality in the educational themes in the international debate. In order to make it easier for teachers and students to find the best and relevant learning resources and to encourage teachers’ uptake of innovative materials and learning styles, authorities and/or companies in European countries have launched web based educational repositories. Following this trend, about two years ago, three major institutions in Portugal have launched their repositories: Portal das Escolas (ME), Casa das Ciências (FCG) and BOA (INESC-ID). After examining the state of the art of educational repositories in Europe, it was found that those three Portuguese repositories are not mentioned in recent European reports and so the study here presented seemed to be very relevant. This work aims to develop a descriptive and comparative study, in order to characterize the reality of the Portuguese repositories and compare it with European examples of good practices. To guide this investigation, the following question was theorized: “How are the Portuguese institutional repositories, for primary and secondary education levels, positioned in what concerns international quality criteria?” Our methodology design is a qualitative one and of type i) descriptive, as it is intended to characterize the main Portuguese institutional DER repositories for primary and secondary school education, aiming to assess the key dimensions that affect their quality and ii) comparative since it has in view comparing those repositories with reference European ones. In this sense, Lektion in Sweden and Scoilnet, Portal for Irish Education in Ireland are considered. The study was undertaken from the view of the DER producers and users. As a tool for data collection it was used a framework of analysis built on the Guía para la Evaluación de Repositorios Institucionales e Investigación (GERII), a joint publication of the Spanish Ministry of Science and Innovation and other organizations in the fields of Education, Science and Technology (Villar et al, 2010). The GERII guide includes a set of guidelines for the creation and evaluation of a repository, bringing together a battery of 31 evaluation criteria, distributed over seven dimensions that any repository must accomplish to meet quality and therefore was considered an excellent basis for our analysis. Comparing the three Portuguese repositories, target of this study, with two reference European repositories in order to contextualize the national reality in the international arena will stand for the Portuguese institutions that hold the repositories as an opportunity for improvement. Thus, Portuguese teachers will have an increased chance to access an eclectic collection of quality resources, in order to diversify their teaching strategies.
- 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.