O aluno criador: as tecnologias digitais como instrumento promotor de aprendizagem

O presente relatório, realizado no âmbito do Mestrado de Educação Pré-Escolar e Ensino do 1.o Ciclo do Ensino Básico, tem como tema “O aluno como criador: as tecnologias digitais como instrumento promotor de aprendizagem”. Tendo como principal objetivo estudar a motivação dos alunos para trabalhar com as tecnologias digitais, com vertente educativa, e compreender quais os efeitos que as mesmas possam ter na sua aprendizagem. Para conseguir alcançar estes objetivos, tive por base a seguinte questão de investigação: “Qual o papel das tecnologias digitais na promoção das aprendizagens em diversas áreas curriculares?”. Esta investigação decorreu ao longo de dez semanas, numa turma de 4.o ano. Optei por eleger esta temática, não só por ser um tema que é do meu interesse, mas também por ser atual e ainda pelo facto de as crianças estarem cada vez mais expostas ao uso destas tecnologias. Ao longo desta investigação, recorri a diversas ferramentas/aplicações, nomeadamente: o blog, o Canva, o Padlet e o StoryJumper. Todas elas tiveram um papel fulcral no desenvolvimento do projeto. Além disso, utilizei estratégias de metodologias ativas, como o teste elaborado pelo aluno. O meu foco foi colocar o aluno no centro da sua aprendizagem, ou seja, ser o aluno a criar e a construir a sua aprendizagem, através da utilização de tecnologias digitais, suportadas, neste caso, pelo computador. Este estudo teve como base uma investigação qualitativa, mais concretamente uma investigação-ação. Utilizei diversos métodos de recolha dados, nomeadamente, (i) a recolha documental, (ii) a observação (notas de campo, registos multimédia, fotografias e/ou vídeos) e (iii) o inquérito por questionário. Para obter informação a partir dos dados recolhidos utilizei a análise de conteúdos, principalmente, e estatística. Com este estudo percebi a importância de tornarmos as nossas aulas mais apelativas e dinâmicas para os alunos, indo sempre ao encontro das evoluções que ocorrem ao nosso redor, neste caso o avanço das tecnologias e a frequência de utilização das mesmas por crianças mais jovens. Já há 20 anos, Valente (1993) diz que uma vez que o computador é tão utilizado na sociedade, as escolas devem acompanhar essa evolução e introduzi-los nas salas de aula, de modo a que as crianças aprendam através dos computadores. Em suma, realço que as tecnologias são uma ótima ferramenta de condução e de apoio das aprendizagens, tendo as mesmas diversas potencialidades, algo que foi possível verificar com o decorrer deste estudo.The thematic of this report, carried out as part of the Master's Degree in Pre- School Education and Primary School Teaching, is "The student as creator: digital technologies as a tool to promote learning". Its main objective is to study students' motivation to work with digital technologies, with an educational component/aspect, and to understand what effects they may have on their learning. In order to achieve these aims, I based my research on the following question: "What role do digital technologies play in promoting learning in several curricular areas?". This research took place over ten weeks in a 4th grade class. I chose this topic not only because it is of interest to me, but also because it is topical and because children are increasingly exposed to the use of these technologies. Throughout this research, I used various tools/applications, namely: the blog, Canva, Padlet and StoryJumper. All of them played a key role in the development of the project. In addition, I used active methodology strategies, such as the student-made test. My focus was on putting the student at the center of their learning, i.e. the student creating and constructing his/her learning through the use of digital technologies, supported in this case by the computer. This study was based on a qualitative research, more specifically na action research. I used several data collection methods, namely (i) documentation collection, (ii) observation (field notes, multimedia recordings, photographs and/or videos) and (iii) a questionnaire. To obtain information from the data collection, I mainly used content analysis and statistics. With this study I realized the importance of making our classes more appealing and dynamic for the students, always keeping up with the developments taking place around us, in this case advances in technology and the frequency of their use by younger children. 20 years ago, Valente (1993) claimed that since computers are so widely used in society, schools should keep up with this evolution and introduce them into classrooms so that children learn through computers. To sum up, I would like to emphasize that technology is an excellent tool for supporting learning, and it has many potenciality

Influenza severe cases in hospitals, between 2014 and 2016 in Portugal

Rede Portuguesa de Laboratórios para o Diagnóstico da GripeBackground: Since 2009, the Portuguese Laboratory Network (PLNID) for Influenza Diagnosis has integrated 15 Laboratories in mainland and Atlantic Islands of Azores and Madeira. This PLNID added an important contribute to the National Influenza Surveillance Program regarding severe and hospitalized influenza cases. The present study aims to describe influenza viruses detected in influenza like illness (ILI) cases: outpatients (Outp), hospitalized (Hosp), and intensive care units (ICU), between 2014 and 2016. Methods: The PLNID performs influenza virus diagnosis by biomolecular methodologies. Weekly reports to the National Influenza Reference Laboratory ILI cases tested for influenza. Reports include data on detecting viruses, hospital assistance, antiviral therapeutics, and information on death outcome. Were reported during two winter seasons 8059 ILI cases,being 3560 cases in 2014/15 (1024 in Outp, 1750 Hosp, and 606 in ICU) and 4499 cases in 2015/2016 (1933 in Outp, 1826 Hosp, and 740 in ICU). Results: The higher percentage of influenza positive cases were detected in Outp in both seasons, 18% during 2014/15 and 20% in 2015/16. In 2014/15,influenza cases were more frequent in individuals older than 65 years old and these required more hospitalizations,even in ICU. In 2015/16,the influenza cases were mainly detected in individuals between 15-64 years old. A higher proportion of influenza positive cases with hospitalization in ICU were observed in adults between 45-64 years old.During the study period,the predominant circulating influenza viruses were different in the two seasons: influenza B and A(H3) co-circulated in 2014/15,and influenza A(H1)pdm09 was predominant during 2015/16. Even when influenza A is notthe dominant virus, A(H3) and A(H1)pdm09 subtypes correlate with higher detection rate in hospitalized cases (Hosp and UCI), with higher frequencies in adults older than 45. Influenza B,detected in higher proportion in outpatients, was frequently relatedwith influenza cases in younger age groups: 0-4 and 5-14 years old. Conclusions: This study highlights the correlation of theinfluenza virus type/subtype that circulates in each season with the possible need for hospitalization and intensive care in special groups of the population. Circulation of influenza A subtypes can cause more frequentdisease in individuals older than 45, with need of hospitalization including intensive care. On the other hand, influenza B is more frequently associated with less severe cases and with infection in children and younger adults. Influenza B circulation might predict lower number of hospitalizations.The identification of influenza type in circulation,byPLNID ineach season, could guide action planning measures in population health care.info:eu-repo/semantics/publishedVersio