Loading...
5 results
Search Results
Now showing 1 - 5 of 5
- "Aprendizagem digital para ‘(re)imaginar uma direção positiva para a educação’ pós-covid”: uma ação de formação para professoresPublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, Filomena; Rocha, Ana Paula; Casanova, Maria Prazeres; Beaton, MhairiComunicação apresentada no MeetUP23 – 2º Encontro de Investigadores do LE@D – Inovação e Ciência, Categoria Projetos, 27 de maio de 2023, Sessão B1 | https://eventos.uab.pt/meetup23/
- “Digital learning to (re)imagine a positive direction for post-COVID education”: european perspectivesPublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, Filomena; Rocha, Ana Sousa Gonçalves; Casanova, Maria Prazeres; Beaton, MhairiDuring the COVID-19 pandemic, the rapid shift to homeschooling and remote learning required educators to adapt to new ways of teaching, new technologies and new methods of communication. Thus, and because multiple challenges continue to be posed to education, namely in view of the expansion of digital resources, the RAPIDE project, an Erasmus+ project, funded by the European Union, has been in place aiming at: (i) an increase in educators’ ability and confidence to provide effective and inclusive digital learning opportunities; (ii) an increase in educators’ ability to manage change in their working practices; (iii) an increase in the ability of the wider community including parents, carers, other family members and other interested professionals to understand and support both educators and students in digital learning contexts. One of the ways of addressing those challenges is by Reimagining a Positive Direction for Education (RAPIDE), namely through teacher training, which we have provided within the activities of the aforementioned project. Therefore, it is our goal to present the short-term teacher training action that occurred during the learning event hosted in Lisbon, in January 2023, by the Universidade Aberta (Open University Portugal), in collaboration with the leading and other partner institutions of the RAPIDE project, and a School Association Training Center from the municipality of Loures, in the district of Lisbon. To this end, we will start by a brief theoretical framework of the training, mainly inspired by the European Framework for the Digital Competence of Educators: DigCompEdu (Redecker & Punie, 2017), and the Digital Education Action Plan (2021-2027) (European Union, 2020). These milestones also inspire the RAPIDE project, and its characterization is also foreseen. Adding to those two references, and due to its impact on the work of the Portuguese School Association Training Centers, we will also consider the Action Plan for the Digital Transition (Portuguese Republic, 2020), an initiative of the Portuguese government and a national project that has been guiding the school practices in Portugal, from 2020 onwards. Then, we will focus on European teachers’ narratives and perspectives on digital learning, collected from interviews done within the RAPIDE project, ultimately to anticipate paths for current and future post-covid education. To conclude, we hope that our short-term teacher training action will motivate other teachers and educators worldwide to continue to feed the reflection on digital learning, based on the narratives and perspectives previously mentioned, and to stimulate the exchange of testimonies and sharing of experiences on post-COVID digital learning, so as to foster a broader discussion on digital learning. In other words, we believe our short-term teacher training action can contribute to favor the reflection and the debate on digital learning in order to (re)discover answers and resources for an education that is adequate for the challenges of the 21st century.
- “Reimagining a Positive Direction for Education”: insights from teachers on digital learning during the COVID-19 pandemicPublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, FilomenaDigital transition in education reached a greater relevance with the COVID-19 pandemic crisis, when the provision of teaching and learning shifted overnight to emergency remote scenarios, delivered in distance and online settings. Although the development of digital skills has been targeted as an educational priority at national, European and international levels, how confident did the teachers feel to tackle that unexpected compulsory change to e-learning? And what implications did it bring to the teachers’ comprehension of their role? These were some of the issues dealt within the RAPIDE European project, in which it was aimed to evidence possible ways for “Reimagining a Positive Direction for Education”. In the scope of the project, different activities and initiatives were offered to different educational actors, including teachers, namely a short teacher training course, focused on teachers’ narratives on their experiences, voicing European perspectives about digital learning. In the end, the teachers-trainees were invited to reflect on their own personal experiences during the lockdowns. The goal of this exploratory research is thus to analyse those reflections, bearing in mind the two questions previously mentioned. We will adopt the case study methodology, and apply content analysis to the data collected through a google forms, in which the teachers-trainees wrote their reflections. The training is presented, so as to provide the context in which we interviewed 18 teachers who took part in it. The interview-reflection was mediated by the technological tool previously referred to, and was guided by the 4R model framework developed within the RAPIDE project, though for now we will only consider the dimension of the reflection. A preliminary analysis of our results indicates that even if not all the teachers felt quite confident to address the mandatory shift to emergency remote teaching, as some refer the permanent need to “invest in the new technologies”, all embraced the implications it brought to the comprehension of their role, as teachers, specifically in that time of sanitary crisis. As one of the teachers-trainees acknowledged, “the role of the teacher had to be thought through and it was necessary to place the focus on guiding and conducting learning.” To conclude, the insights from the teachers on digital learning during the COVID19 pandemic that surface from their reflections may contribute not only to “Teacher Education on the Move”, but also to “Reimaging Our Futures Together”, which ultimately requires to keep on “Reimagining a Positive Direction for Education”.
- Reimagining a positive direction for education through digital learning: realities during the pandemic crisis voiced by teachersPublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, FilomenaThroughout History, technologies have been transforming human lives in their different areas. Education, in general, and specifically teacher education are no exceptions. However, with the digital technologies, these transformations can be ever more challenging, or perceived as such. Therefore, the drive to develop digital skills, competences and solutions have resulted, for instance, in the creation of frameworks and strategies, both at national and international levels, to guide, namely, the teachers. These orientations were already in place before the COVID-19 arose, but this pandemic crisis was a critical moment to test them. Indeed, at the eve of the worldwide lockdown, the Action Plan for Portugal’s Digital Transition was launched. Many processes of digitalisation were then accelerated, urged by the overnight shift to emergency remote teaching and learning required at that time. But how were those distance and online scenarios experienced by teachers? Our aim is to identify realities that surfaced as voiced by teachers, within broader research in the scope of the RAPIDE Erasmus+Project. For that purpose, we adopt the case study methodology, focusing on an exploratory qualitative design. Data was collected by means of a web-based survey made available after a synchronous short-teacher training action about European perspectives on digital learning. Content analysis was chosen to interpret the reflections of the teachers (N=18) we interviewed with regard to their realities raised during the COVID-19 pandemic. Our findings evidence that the problems described by teachers were felt across the different school levels, in diverse geographic contexts, stemming from the following difficulties: organisational/management; pedagogical/didactical; role of the teacher; social/emotional; technical issues. Of these the social/emotional difficulties were prevalent, and confirm that the teacher practice is ultimately directed towards the students – to their active participation, motivation, attention; in a word, to their meaningful learning, particularly “in Times of Global and Glocal Transformations”.
- Digital and media literacy: voices of the teachers. Dilemmas during the pandemic and reflections for the futurePublication . Cardoso, Teresa Margarida Loureiro; Bastos, Glória; Pestana, FilomenaEven before the outbreak of COVID-19, agendas worldwide had been emphasizing the need for the 21st century citizen to develop a wide array of competences and literacies. Hence, digital literacy is an urgency in schools, particularly for teachers, who need to be aware of the advantages and challenges posed by these new contexts, namely those emerging from the digital world. To these ends, national policies in many countries follow and connect to European guidelines. In Portugal, the European Framework for the Digital Competence of Educators (DigCompEdu) is largely used in teacher training. Therefore, it is important to highlight it as a key tool in the process of the capacity building for the digital transformation of the teaching and learning. Another transversal topic in educational contexts relates to information and media literacy, drawing from the premise that the school has an important role to play with regard to the challenges of the information society. Bearing this in mind, several authors consider that we are in an era where different competences are converging. Moreover, Hobbs (2010) also emphasizes this diversity of interconnected concepts, which have different starting points, proposing the term “digital and media literacy” as the one that best designates the set of life skills that are necessary for full participation in a media-saturated society and simultaneously rich in information; we adopt it as an analytical category in the research put forward within the Erasmus+ project RAPIDE, Reimagining a Positive Direction for Education (2020-1-UK01-KA226-SCH-094495). For this purpose, the data were collected by all the partners, in their national contexts, namely involving teachers; in this paper, we focus on the Portuguese data, thus presenting part of the wider research. Our study took a qualitative and interpretive approach, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them. The complexity of the teachers’ personal experiences evidences significant insights about the role of digital and information literacy during the pandemic, besides the impact of these competencies for teaching and learning. The 20 participating teachers were invited to describe, in a written document, (1) a major challenge in their teaching practice, (2) how they responded to it, (3) how they reflected on their actions, and (4) what new insights this brought to them. The aim was to start from real situations, leading teachers to reflect on these situations in order to foster them to envision new pedagogical and didactic paths for the future. The situations experienced during the pandemic, often implying strong constraints in the teaching and learning processes, but also demanding the rapid learning of digital skills, emerge as contexts that provide scenarios that enhance a deeper reflection for the teachers’ professional development. The information gathered was analyzed with the goal of identifying issues related to digital and media literacies, stemming from the teachers’ dilemmas, as well as mapping possible lessons learned and good practices to sustain in the future.