Loading...
6 results
Search Results
Now showing 1 - 6 of 6
- Microsoft Teams como inovação científico-pedagógica: um projeto de educação e formaçãoPublication . Costa, Luís Filipe de Amaral; Cardoso, Teresa Margarida Loureiro; Pestana, FilomenaCom a passagem ao Ensino Remoto Emergencial, aquando da quarentena, testemunhámos que parte da comunidade educativa foi envolvida numa experiência de e-Learning sem a preparação prévia ideal. Apesar de difícil, e de expor diversas fragilidades, notou-se, porém, um grande dinamismo na superação das dificuldades associadas, e que vieram a constituir uma parte importante do nosso diagnóstico. Este está integrado num trabalho de projeto que tem como objetivos atender às necessidades de formação que muitos professores revelaram na sua adaptação ao Ensino a Distância e dar continuidade à qualificação do corpo docente encetada no arquipélago dos Açores, seguindo os desígnios da Secretaria Regional da Educação e Cultura. Assim, começamos por fundamentar e enquadrar teoricamente a escolha do nosso tema de investigação, a qual pretende responder à questão “Que práticas formativas e pedagógicas colaborativas podem ser implementadas com recurso ao eLearning?”. Metodologicamente suportámos o nosso trabalho na metodologia de projeto que, para além do diagnóstico, integra as fases de planeamento, execução e avaliação; o presente artigo está focado na fase de diagnóstico. Esta fase apresenta-se como a génese de todo o projeto e, por tal, deve encerrar um conjunto de procedimentos para que na realidade possa cumprir os objetivos a que se propõe. Nesta fase, os contactos preliminares e os dados recolhidos através de um inquérito por questionário permitiram informar todas as restantes fases, incluindo o desenho e a implementação de uma ação de formação para professores do Ensino Básico e Secundário na ilha de São Miguel, criada com a finalidade específica de integrar a plataforma digital Microsoft Teams nas suas práticas letivas. Evidenciamos, neste recorte, com base na análise estatística e na análise de conteúdo dos dados da fase de diagnóstico do nosso trabalho de projeto, nomeadamente do questionário aplicado, que foi possível identificar como pertinente a referida formação, por nós criada, e posteriormente implementada, por ter sido considerada necessária, quer como forma de fazer face ao Ensino Remoto de Emergência, quer como forma de contribuir para novas realidades que integram as Tecnologias de Informação e Comunicação.
- Tecnologias educacionais em rede e recursos educacionais abertos na formação de professores: utopia ou realidadePublication . Cardoso, Teresa Margarida Loureiro; Pestana, Filomena; Valpradinhos, Cândida; Costa, IsabelO tema que envolve As Tecnologias Educacionais em Rede e Recursos Educacionais Abertos na Formação de Professores: utopia ou realidade?, de autoria das pesquisadoras, Teresa Cardoso, Filomena Pestana, Cândida Valpradinhos e Isabel Costa, constitui o capítulo três, com o objetivo de pontuar algumas proposições para o contexto da formação de professores a partir da integração “curricular da Wikipédia, que pode ser entendida simultaneamente enquanto Recurso Educacional Aberto e como Prática Educacional Aberta”.
- “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”.
- As tecnologias educacionais em rede à luz dos quatro pilares da educação: uma utopia global?Publication . Cardoso, Teresa Margarida Loureiro; Pestana, Filomena; Castrelas, MagdaAs Tecnologias Educacionais em Rede assumem na atualidade, por via do fenómeno da Globalização e da crise pandémica, uma relevância ímpar. Importa também destacar que estas tecnologias se assumem como elementos incontornáveis nos processos de ensino e aprendizagem, sobretudo como forma de os complementar, seja em regime totalmente virtual, a distância, seja em modalidade mista, ou híbrida. De facto, os ambientes virtuais de aprendizagem são hoje uma realidade presente em todos os níveis de ensino. Assim, neste capítulo, refletimos sobre o papel de tais tecnologias e ambientes, no campo educativo em geral, e, em particular, no contexto dos quatro pilares da Educação. Para o efeito, convocamos três relatórios da UNESCO – o Relatório Faure, o Relatório Delors e o Relatório Repensar a Educação –, que revisitamos, a par do conceito de utopia, centrando a nossa reflexão na Wikipédia, uma enciclopédia digital online, editada em contextos políticos e socioeconómicos diversos, na plataforma MediaWiki, de forma colaborativa. Tal reflexão, fundamentada nos nossos referenciais teóricos e nas nossas práticas, em diferentes cenários educacionais e de formação, permitem-nos continuar a defender a integração curricular da Wikipédia enquanto contributo para os desafios contemporâneos, agravados pela COVID-19, especialmente os desafios da educação num mundo globalizado e baseada numa utopia.
- Microsoft Teams as a pedagogical innovation triggered during an emergency remote learning contextPublication . Costa, Luís Filipe de Amaral; Cardoso, Teresa Margarida Loureiro; Pestana, FilomenaThe adoption of educational practices that favour digital competencies are closely connected to several education projects and their vision of a 21st century pupil, as a member of a networked society. Accordingly, the teacher should be a catalysing agent and have a guidance role in the teaching/learning processes. With the adoption of emergency remote learning, mandatory during the COVID-19 quarantine, we witnessed that part of the teaching community was involved in an eLearning experience without the adequate preparation. Even though it was undoubtedly a hard and complex process, it also showed great endeavours in overcoming the difficulties associated to such a rapid change. In this context, we developed a project thought as contributing to provide an answer to the needs of training that many teachers revealed, within the agenda of the Regional Secretary of Education, namely of qualifying the Azorean teachers, a priority even more acute during the pandemic. Our research theme, driven by the question “How can Microsoft Teams be a pedagogical innovation?”, is theoretically sustained by references to the development of digital competences and literacies, and the process of digital transition of the classroom within the modernization of the school system. Methodologically, we support our work in the project methodology that, in addition to the diagnosis, integrates the planning, execution and evaluation phases. We will focus on the diagnosis phase, which is perceived as the genesis of the entire project; therefore, it must include a set of procedures, to meet and monitor the goals set. At this stage, the preliminary contacts and the data collected through a questionnaire survey will frame all the remaining phases, that is, the planning and execution of a training action for teachers of Basic and Secondary Education on the island of São Miguel (Azores, Portugal), created with the specific purpose of integrating the Microsoft Teams digital platform into their teaching practices. Ultimately, we hope to be addressing the teachers’ professional development, in a collaborative and inclusive training environment, supporting them to tackle not only the technical and technological aspects, but also the pedagogical challenges imposed by eLearning scenarios, including (but not exclusive to) those of emergency remote teaching and learning.