Formação e desenvolvimento profissional docente em rede : entre o presencial e o online

A omnipresença das tecnologias digitais transformam o tempo, os espaços e a forma como os professores aprendem ao longo da sua vida. À medida que se expandem as formas de interação social em rede, emergem novas estratégias de aceder à informação e construir o conhecimento. Apresentamos neste artigo duas estratégias de formação de professores desenvolvidos por meio de redes virtuais e que constituem parte do resultado de dois projetos de investigação de doutoramento. As redes sociais NING da janela do meu jardim e Linguagens 2.0 surgem como ferramentas de comunicação, de criação de contextos de aprendizagem colaborativa e como oportunidade para desenvolver nos educadores e professores competências digitais e favorecer o desenvolvimento profissional docente desde a educação pré-escolar até o final do ensino secundário. Neste artigo: a) apresentamos e descrevemos de modo breve os dois projetos baseados na rede social NING; b) referimos os instrumentos de recolha de dados e as técnicas de análise; e c) apresentamos resultados parciais de ambos os estudos.The omnipresence of digital technologies change time, place and the way teachers learn throughout their lives. As forms of social interaction expand, new strategies to access information and build knowledge emerge. We present here two teacher training models developed through networks or virtual communities that are part of the result of two doctoral research projects. The networks da janela do meu jardim and Linguagens2.0 arise as communication tools to create collaborative learning environments and opportunities to develop knowledge and skills in educators and teachers, and teacher professional development to teach from kindergarten to high school completion. This article: a) identifies and briefly describes the two projects based on the NING social network with various objectives, including contributing to teacher professional development; b) refers to the instruments of data collection and analysis techniques; and c) presents partial results of both studies

De que falamos quando falamos em literacia digital? Um estudo exploratório baseado em revisão sistemática de literatura

The concept of digital literacy is polysemous, it contains in itself sometimes divergent meanings and it is used in many contexts. It has also been the subject of increasing interest by the scientific community, as documented in this article. Given the breadth of the semantic concept and its various meanings, we will explore the diversity of perspectives in which it is used in scientific articles that are circumscribed to ISI (ISI Web of Knowledge) and ERIC (Education Resources Information Center) databases. In this way, we made an exploratory study to understand, clarify and try to define the concept of digital literacy, taking into account the studied authors. To do so, we have decided to conduct a Systematic Review of Literature, a very common methodology in some areas of knowledge, but still underdeveloped in Portugal, particularly in the field of Educational Sciences. Thus, this paper details the process of search and processing of information, determined from an appropriately specified protocol. A Systematic Review involves a rigorous and objective research leading to the selection of sources, a process as far as possible of personal beliefs or subjective evaluations influenced by geographical coordinates or by the belonging to a particular academic community. Thus, we present a) the process and results of a systematic review with the EndNote support for the concept, b) data analysis using NVivo c) the conclusion about the current state of the art regarding the concept of digital literacy

Desenvolvimento profissional docente : contributo das redes sociais

A formação de professores desenvolvida através de redes ou comunidades virtuais apresenta uma tendência cada vez maior, a crer nas investigações mais recentes, que configura um quadro próximo de um verdadeiro ecossistema educativo. Ultrapassar ideias preconcebidas que muitos professores têm em relação às experiências com tecnologias digitais, só será possível através do seu envolvimento em experiências pessoais concretas e também através do contacto com experiências bem sucedidas em comunidades de prática. Temos em curso dois estudos, conducentes a doutoramento e em fase de conclusão, que abordam esta problemática. Neste artigo: (a) identificamos e descrevemos de modo breve dois projetos de uso da rede social NING com vários objetivos, entre eles o de contribuir para desenvolvimento profissional docente; (b) referimos os instrumentos de recolha de dados e as técnicas de análise; (c) apresentamos resultados parciais de ambos os estudos.Based on the latest research teacher training developed through networks or virtual communities presents an increasing tendency, providing a framework to a true educational ecosystem. Overcoming preconceptions that many teachers have in relation to experiments with digital technologies will only be possible through their involvement in concrete personal experiences and also through contact with successful experiences in communities of practice. We have two on-going nearing completion studies leading to PhD degrees that address this issue. In this article we: (a) identify and briefly describe two projects on the use of the NING social network with various objectives, including to contribute to teacher professional development; (b) refer to the instruments of data collection and analysis techniques; (c) present partial results of both studies

Digital reading : practices and challenges

Today it is widely recognized that there is a profound change, caused by the digital revolution, in the way we read, in the means of access and in the reproduction of network information. The multiplication of screens and mobile learning allows the construction of innovative teaching models and represents an opportunity and a challenge for the promotion of reading and the development of reading competence of the students. The existence of this new types of access to reading requires the development of new strategies so that the students can experience the new dimensions of digital reading. We consider that one of the important things in school is the training of readers. That is why teachers and educators must respond to the challenge of this new reality by integrating e-readers in the classroom but also in informal learning environments, such as family, clubs and individual contexts in order to build networks of readers. However, the school still has (in our view) an irreplaceable role. In this article: i) we present the theoretical framing of the problem of reading in digital form; ii) we describe reading practices with digital form in kindergarten and secondary education; iii) we conclude about the role of mobile technologies in the development of reading

Interactive multimodal narrative as an approach to developing emergent literacy in early childhood education

At present, the Portuguese education system promotes the development of new literacies in all education levels in response to new requirements of the digital world which imply changes in children’s education. In fact, reading and writing are no longer limited exclusively to books, rather they are associated with diversified digital media integrating text, sound, image, and video. In this context, we developed an exploratory study in a kindergarten with the children and their family members. Data were collected through participant observation, children conversational interviews, and digital narratives produced by children. Data analysis is based on content analysis with NVivo software support. The emergence of literacy is evident in verbal interactions in peer-group work, in contact with the written text, in “writing” in various media, and in sharing knowledge, discoveries, and digital narratives produced in an online community http://janelajardim.ning.com). This paper presents: (1) a systematic literature review in the field of digital narrative and emergent literacy; (2) the description of children’s activities concerning interactive multimodal narrative; (3) the results of this work; and (4) the conclusion about contribution of multimodal narratives to the emergence of reading, writing, and digital skills

Reading and writing in the digital age : e-book and digital storytelling

Publicado em "Proceedings of EDULEARN11 Conference", ISBN 978-84-615-0441-1The emergence of technologies has operated profound changes in all sectors of society, at school in particular. The Digital Agenda for Europe (2010), published by the European Commission [1] stresses the need to explain "a roadmap which maximizes the social and economic potential of ICT”, emphasizing the role of the Internet. In Portugal, the Technological Plan for Education is intended to strengthen the digital skills of new generations and to improve the processes of teaching and learning. It can therefore be regarded as a contribution to carry out the Agenda. In this context, we believe that reading and writing take on a new significance through the creation and dissemination of e-books. We are particularly interested in the educational uses of digital storytelling due to the multiple literacy skills that this kind of activities can develop in the classroom. In fact, digital storytelling that require complementary media to represent information (text, image, video, sound, animation), enables a more efficient construction and transmission of messages. The first part of the paper shortly refers to the Digital Agenda for Europe and Portugal Technological Plan for Education. The second part examines the impact of Web 2.0 technologies on the creation of e-books and it emphasizes digital media, media and linguistic skills needed to digital storytelling activities at school. The paper concludes by presenting two e-books created with myebook in preschool and primary school underlining its potential in learning environments