Future Teacher E-ducation Lab Prepares STEM Professors for Digital Classrooms
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Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.
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Future Teacher E-ducation Lab Prepares STEM Professors for Digital Classrooms
- 1. Future Teacher E-ducation Lab DGE, 8 jan 2016, Neuza Pedro
- 2. Future Teacher E-ducation Lab
- 3. O contexto
- 5. Grupo de I&D Educação, Tecnologia e Sociedade Linha de Pesquisa ‘Designing the future school’
- 6. O motivo
- 7. Teachers’ 21st-century competences and ICT attitudes are recurrently recognized as being at the heart of modernization of the classroom practices, yet much professional training is still inadequate, particularly related to innovation and teachers’ technology-supported pedagogical practices (Barton & Haydn, 2006; BECTA, 2004; EC, 2013; OECD, 2011). The efforts made to integrate technology in teachers’ training curriculum in universities are insufficient (Kay, 2006; Sutton, 2011). #1
- 8. International reports identify that the levels of ICT integration in teaching-learning activities were not higher in ‘Novice teachers’. Preservice teachers are moderately confident in using technology for personal purposes but they lack experiences in using classroom technologies (Sutton, 2011).
- 9. #2
- 10. O espaço
- 13. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES
- 14. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES Formação Inicial de professores ‘STEM’ . Mestrados em Ensino Informática Matemática Biologia-Geologia Física-Química Cursos de Formação Contínua . Mestrado em Educação e Tecnologias Digitais . Doutoramento TELSC
- 15. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES
- 24. • Reserva online (Google Calendar partilhado) Estabelecimento de prioridades • Recolha de evidências de utilização • Templates para descrição das atividades A utilização do espaço requer:
- 26. Learning Space Performance Rating System (Felix & Brown, 2011) SIN conceptual model stimulation, individuality and naturalness (Barret, Davies, Zhang, Moffat & Kobbacy, 2013) Estes modelos assumem um human-centered design.
- 27. • Uma organização espacial promotora de múltiplas dinâmicas de atividade • Uma multiplicidade de ferramentas tecnológicas e mobiliário flexível • Preocupações com a qualidade do ambiente, em particular com temperatura, luminosidade e acústica • integração relacional com a organização e seus objetivos organizacionais O espaço tem assim:
- 28. BYOD
- 29. O financiamento
- 30. Baseado no apoio de parceiros
- 32. Referências Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted learning, 22, 257–272. Barrett, P. Zhang, Y., Moffat, J., & Kobbacy, K. (2013). An holistic, multi-level analysis identifying the impact of classroom design on pupils' learning. Building and Environment, 59, 678–689. BECTA, (2004). Educational research into the use of ICT in initial teacher training (ITT) – a selection of abstracts and further sources. Available at http://www.secondarymathsite.co.uk/ICT/Research/ICT%20and%20ITT%20bibliography.pdf European Commission (2013). Survey of schools: ICT in Education. Available at https://ec.europa.eu/digital-agenda/en/survey-schools-ict-education Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408. Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. TeachersCollege Record, 108 (6), 1017–1054. OECD, (2011). Building a High-Quality Teaching Profession. Lessons from around the world. Retirado de http://www2.ed.gov/about/inits/ed/internationaled/background.pdf Pedro, N., Matos, J.F., Pedro, A. & Abrantes, P. (2011). Teacher skills and competence development for classrooms of the future. iTEC Project deliverable. http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=37321&name=DLFE-2213.pdf Sutton, S. R. (2011). The pre-service technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28 (1), 39-47 UNESCO (2011). ICT competency standards for teachers. Paris: United Nations Educational, Scientific and Cultural Organization. Retirado de http://cst.unescoci.org/sites/projects/cst/The%20Standards/ICT-CSTPolicy%20Framework.pdf.
Notas do Editor
- As you remember, one of the most relevant skills for 21st century were the digital skills. However national and international reports were identifying lack of kownledge and low levels of teachers’confidence in using ICT in their teaching practices. So we can see that a significant investment needed to be made in changing teacher education, which involves initial teacher training as well as in-service teachers’ professional development. That was the moment when our Ministry of Education decided to implement a Modernization Plan for Education: the technological plan for Education. This happened in many countries. Yet most of these programs didn’t fully addressed the teachers need for ICT-related training. And the ones that did, only focus on in-service teachers. University departments of education were not seen as stakeholders in this process of developing new teaching and learning practices in the classrooms. Then as now the efforts made to integrate technology in teachers’ training curriculum in universities are still scarce. In 2011, we analyzed the tendencies in the national policies regarding ICT in teacher education in 14 European countries and the conclusions were far from satisfactory. In a large set of countries ICT is not mandatory in the initial teacher education programs. At the same moment, a new idea were being spread…
- A lot of research has been developed around this concepts in order it prove or to deny it. I would like to share with you some other relevant studies that supports our way of seing what must be developed in this active learning center. A study developed with 409 post-secondary students in various faculties concluded that the digital proficiency of university students is not always high. It differes in gender, economic status and family income. Men from high income families presented the highest levels of digital proficiency. Let me remind you that in most of the European countries preservice students tend to be women who came from middle socioeconomic status families. Also international reports identify that the levels of ICT integration in teaching-learning activities were not higher in ‘novice teachers’. Teachers in the age group of 35 to 45 years old were the ones mostly involved in ICT related initiatives. The reason for that is that young teachers invest most of their time in mastering curricular contents and in managing classroom behaviors. Experienced teachers are more confident about subject and students’ management, and this allow them to focus on other issues, such as to innovate and explore how to improve their lessons. So the idea that a new generation of ‘digital-native’ teachers were come into schools didn’t find any support in research. I mean scientific research, evidence-based research!! Although pre-service teachers were very proficient in using basic technology for personal purposes, their scope of technology use was limited and they didn´t have any experience in using classroom technologies.
- As you remember, one of the most relevant skills for 21st century were the digital skills. However national and international reports were identifying lack of kownledge and low levels of teachers’confidence in using ICT in their teaching practices. So we can see that a significant investment needed to be made in changing teacher education, which involves initial teacher training as well as in-service teachers’ professional development. That was the moment when our Ministry of Education decided to implement a Modernization Plan for Education: the technological plan for Education. This happened in many countries. Yet most of these programs didn’t fully addressed the teachers need for ICT-related training. And the ones that did, only focus on in-service teachers. University departments of education were not seen as stakeholders in this process of developing new teaching and learning practices in the classrooms. Then as now the efforts made to integrate technology in teachers’ training curriculum in universities are still scarce. In 2011, we analyzed the tendencies in the national policies regarding ICT in teacher education in 14 European countries and the conclusions were far from satisfactory. In a large set of countries ICT is not mandatory in the initial teacher education programs. At the same moment, a new idea were being spread…
- Here are our partners… I do not need to present to you Steelcase . Direcção Geral de Educação, represents our Ministry of Education and Science . European Schoolnet is an international partnership of more than twenty European Ministries of Education responsible for few of the most well-known projects in the area of innovation and education. It presently coordinates the Future Classroom Lab an inspirational learning environment built in Brussels, that challenge the visitors to rethink the role of pedagogy, technology and design of elementary and secondary classrooms. . Microsoft and Apple are two of the most prestigious IT companies and they intent to participate by providing theirs tablets, smartphones to the active learning center, as well as to promote teacher training for educational use of these mobile technologies. . Texas instruments will provide scientific calculators, sensors and other data collection solutions which is something quite useful for Biology, Chemistry and Physics. . Promethean is a global education company that develops, integrates and implements learning environments. It provides interactive whiteboards, student response systems, digital teaching resources for secondary schools. . Leya, a holding company that incorporates some of the most prestigious publishing houses in portuguese language. LeYa publishes digital textbooks and study book and it’s one of the leader of the publishing markets of Portugal, Angola and Mozambique. . CANTIC is one of the national centers of adaptative technologies for special needs education. . Beeverycreative, is a Portuguese company, dedicated to the 3D printing market. We will be able to explore the pedagogical use of 3D printers in the classrooms. . FaBLab is a digital fabrication unit located in another higher education institution that realy wanted to become a partner of the project. It’s a place for development and fabrication of 3D real products a space where ideas and projects can be transformed into real objects.