Technology Enhanced Learning @ Future Teacher Education Lab, Project funded by FCT at the University of Lisbon

1. Seminário Transdisciplinar
Transdisciplinary Seminar
João Filipe Matos, Instituto de
Educação, Universidade de Lisboa
October 8th 2019

2. Teacher education in technology
enhanced learning spaces: Project
TEL@FTELab
ftelab.ie.ulisboa.pt

3. à Teachers’ 21st-century competences and attitudes
towards ICT are at the heart of modernization of the classroom
practices
à professional training inadequate, particularly related to
innovation and teachers’ technology-supported pedagogical
practices
à efforts made to integrate technology in teachers’ training
curriculum in universities are insufficient
à the levels of ICT integration in teaching-learning activities
are not higher in ‘novice teachers’
à pre-service teachers moderately confident in using
technology for personal purposes but they lack experiences in
using classroom technologies
the literature points that...

4. (i) digital technologies are not used regularly and systematically
in teacher education
(ii) digital technologies-related continuous professional
development initiatives do not match the demand
(iii) there is still lacking congregate relevant information
concerning how teacher education institutions prepare
teachers to face today and tomorrow’s classrooms
the literature points that...

5. Project TEL@FTE-Lab key powerful ideas
• technology enhanced initial teacher education programs represent an
added value to the quality of teachers’ practice
• immersive use of digital technologies is associated to changes in the
way people relate to knowledge
• teachers are asked to act according to the profile of new generations
of pupils that will be responsible to create new realities in the future

10. Key research questions:
i) what is distinctive about teacher education in technology enhanced
learning spaces and how might it change teachers’ views about the
future of schooling?
ii) what key competences should be part of teachers’ repertoire for the
future school?
iii) how does technology enhanced teacher education can improve the
quality of Initial Teacher Education programs?

11. Future Teacher Education Lab

14. Cost virtually zero
Partners

15. Future Teacher Education Lab
• flexibility of the organization of space
• technological tools
• quality of the environment
• relational integration with the institution and its
organizational aims
• immersion of student-teachers in a technological enriched
environment
• BYOD (Bring Your Own Device)

24. the transparency of
digital technologies

25. a window, as a metaphor

26. Convento de Cristo (Tomar, Portugal)
a window, as a metaphor

27. Janela do Convento de Cristo (Tomar, Portugal)
a window, as a metaphor

28. a window, as a metaphor
https://embarque40mais.com/janelas-para-inspirar/
http://nit.pt

31. Objectives
• to understand how digital spaces constitute habitats that
cultivate confidence-based learning within ITE & CPD programs
• to test innovative ways of including digital technologies in
Initial Teacher Education programs
• to develop a framework for technology enhanced future Initial
Teacher Education

32. Empirical field
• Future Teacher E-ducation Lab
• initial teacher education programs at University of Lisbon in the areas
of Biology, Informatics, Mathematics, Physics, Economy, and at Lisbon
School of Education (ESE)
Theoretical field
• TPACK
• Activity Theory (Y. Engeström) & Situated Learning CoP (Lave & Wenger)

33. Method
• video-recording of:
• phase of planning and production of the Learning Scenario (at IE)
• phase of implementing the scenario (at a secondary school)
• interview to the student-teacher and pupils
• analysis using Activity Theory framework
• phase of planning
• unit of analysis:
• the school system of activity

34. Key dimensions present in the analysis of the
activity
• a systemic structure
• a contextual phenomenon
• the dynamic character of contradictions

36. Products
• set articles in scientific journals, PhD thesis, Master
dissertations, reports, International Conference ticEDUCA2018
• framework for 21st century teachers’ skills for Initial teacher
Education
• a Future Teacher Education toolkit, tailored for adoption and
adaptation by teacher education providers (includes video-
cases of innovative uses of digital technologies in Initial Teacher
Education)

38. monitoring, cost statements, etc
201620172018
Design FTELab
WP2
Implementation
FTELab
WP3
Instruments
WP3
Management
WP1
Learning scenarios
WP4
Implementation &
data collection
cycle 1
WP7
Videos cycle 1
WP9
data analysis
cycle 1
WP8
21-TSF version1
WP6
21-TSF version2
WP6
data analysis
cycle 2
WP11
Implementation &
data collection
cycle 2
WP10
dissemination &
mainstreaming
WP14
CoP 3D-21TSF ticEDUCA2018
articles in scientific journals, Proceedings, dissertations, thesis
Teacher Education
ToolKit
WP13
Videos cycle 2
WP12
018

39. 3 years degree in Mathematics
2 years Master
in Teaching Mathematics
Preparing and teaching for 2 or 3 months in a real class
Model of Initial Teacher Education program (5 years)
Example: teacher of Mathematics
Year 1 Year 3Year 2
Algebra.
Mathematics
Geometry.
Statistics.
etc
Year 4 Year 5
Education
Didactics
supervisors from Maths Dept
and Education Dept
Induction…
Designing, implementing and evaluating a Learning
Scenario

40. Student
implements the
scenario in a real
class in a secondary
school
Student and
supervisors prepare
the learning scenario
Student prepares a
final analytic report
and defends it in a
public session
October 2019 June 2020
Preparation and implementation of the learning scenario
Data collectionData collection Data analysis
Application
of
instruments
Video for
dissemination

41. Learning scenario
• scenarios are stories of what might be…
• scenarios can provide a tool for planning creatively for the future…
• scenarios aim to stimulate creative ways of thinking that help people
break out of established ways of looking at situations and planning
their actions…
• scenarios may be useful tools where complexity and uncertainty
are high …

42. Why learning scenarios?
• to stimulate change in habits of thinking and representing
situations in education and training
• to develop competency that favour creative ways of dealing with
uncertainty and to anticipate the effects and impacts of actions
both at short and long term
• to create contexts and practices that favour learning (assuming
learning and an integral part of social practice)

43. Structuring elements of a learning scenario
1. Organizational design of the contextual elements of the environment
(including rules, conceptions and material artefacts)
2. Roles and actors (responsibilities, ways of organizing the collective,
ways of interaction and communication)
3. architecture of action and structure of the activity (teleological
design of the scenario including script, working strategies, proposals)
4. reflection and regulation design (processes of reification of the
material learned, monitoring of the development of actors and of the
context, critical evaluation, products)

44. From the point of view of Activity Theory
à a learning scenario is a structure that acts as a mediation artefact used by
the student-teacher when induced in the school system of activity
à a learning scenario has a role of orientation and support that proves to be
useful in initial teacher education
à the quality of the learning scenario is ultimately assessed against the
quality of actions and operations that pupils display
à on the level of operations, any learning scenario faces the challenge of change and
innovation
à the learning scenario integrates social constitutive elements (e.g. pupils’ previous
experiences) as learning activity is always object-oriented (regardless of the nature of
the motives involved)
à the learning scenario reveals itself as a systemic structure.

45. 1. Innovation
2. Flexibility
3. Multiplicity and diversity
4. Communication & collaboration
5. Open culture
Principles for action

47. Learning scenarios
ftelab.ie.ulisboa.pt

48. Learning scenarios
ftelab.ie.ulisboa.pt

49. Planning learning scenarios
ftelab.ie.ulisboa.pt

50. Planning learning scenarios
Modelo TPACK (adaptado de Mishra & Koehler, 2006 p.1025)
http://ftelab.ie.ulisboa.pt/questionarios/in
dex.php/124867?lang=pt

51. Support tools
Planning learning scenarios

52. Prodution of learning scenario
the student-teaher defines the constitutive elements:
• the narrative
• the learning objectives
• the methodology to be used
• the strategies to be implemented
• the resources to be used
• the roles and responsibilities for teacher and pupils
• the regulation and assessment strategies

53. Active methods

54. Project-based learning

55. Problem-based learning

56. Flipped classroom

57. Co-teaching

58. Exemplo de Cenário de Aprendizagem
ftelab.ie.ulisboa.pt

60. key elements for analysis (Activity Theory framework)
(i) the organizational design of the environment where the activities
will run (e.g. material requirements, timeline, physical artefacts)
(ii) roles and actors’ responsibilities, anticipated actions, organization
of the collective activity, forms of interaction and communication
(iii) the architecture of action including the narrative of the events that
will arise, work strategies, working sheets
(iv) reflection and regulation including process of reification of the
learned, monitoring, critical evaluation forms, products.

61. General model of Activity Theory applied to the context of the study

63. Key result 1
• Use of technology in innovative learning spaces, combined
with learning scenarios to create digital habitats, offers
opportunities
• to design new forms of activity that lead student-teachers to
reflection and
• to open paths to a design mindset to represent and develop tasks
and work processes for desired learning outcomes

64. Key result 2
• Learning scenarios constitute a powerful idea that becomes a
tool for
• teachers to design, implement and assess their pedagogical practice
• assuming pupils as responsible and key actors in the process of
education
• Teacher educators’ engagement in the process of design
innovative forms of training activity
• valuing the construction of learning scenarios is crucial to the success
of induction of student-teachers in the pedagogical practice

65. João Filipe Matos
jfmatos@ie.ulisboa.pt