"Tem é de ser de mim": novas tecnologias, riscos e oportunidades na perspetiva das crianças

Tese de doutoramento em Estudos da Criança (área de especialização em Tecnologias de Informação e Comunicação)Partindo do pressuposto de que as crianças são agentes sociais ativos que constroem as suas próprias culturas, esta pesquisa pretendeu compreender as suas perspetivas acerca do papel que as novas tecnologias, em particular a internet, têm nas suas vidas. Tomou ainda como vertentes específicas as oportunidades, riscos e desafios de segurança que o uso de tecnologias digitais pode ou não representar, a partir do ponto de vista das crianças e da dimensão social do fenómeno tecnológico, ou seja, da forma como desenvolvimento tecnológico e práticas sociais se inter-relacionam e co-constroem. Assim, este trabalho retrata as culturas ‘digitais’ que as crianças estão a construir e as reinterpretações que fazem dos conceitos de oportunidade, risco e segurança, focando como este tipo de experiências são vividas quotidianamente, no contexto das estruturas socioculturais em que estão integradas. Com base numa abordagem etnográfica, este estudo mostra como as crianças desenvolvem sentidos de pertença e identidade através da apropriação de novas tecnologias. Competitividade e colaboração nos jogos, troca de comentários em fotos publicadas no Facebook e comunicação constante através de mensagens de telemóvel são práticas com grande peso social, fazendo destas tecnologias instrumentos centrais de integração entre pares. Risco constitui-se como subtópico de uma categoria mais ampla, relativa aos problemas que as crianças encontram através do uso de tecnologias digitais. Não obstante algumas preocupações relacionadas com segurança, ganham destaque os problemas relativos à aceitação social e reputação. Por outro lado, constituem desafios de segurança a ambiguidade com que conceitos como estranho ou vício foram considerados e a imagem estereotipada que prevalece sobre o risco. Esta pesquisa acentua ainda uma preocupante cultura de estigmatização e culpabilização das crianças envolvidas em experiências de risco. Oportunidade surgiu como um conceito vazio. A partir destes resultados, este trabalho realça como as medidas destinadas a beneficiar ou proteger as crianças online podem ser excessivamente prescritivas e estigmatizantes. Defende-se assim uma abordagem mais situada destas temáticas, capaz de valorizar as culturas das crianças e considerar as circunstâncias e contextos socioculturais em que as suas experiências digitais ocorrem e ganham sentido.Assuming that children are active social agents who construct their own cultures, this research seeks to understand their perspective on the role new technologies, particularly the internet, have in their lives. Moreover, it aims to understand the opportunities, risks and safety challenges the use of digital technologies may represent, from children’s point of view. Thus, this investigation focuses on children’s lived experiences of using digital media and the specific sociocultural contexts in which these occur, aiming to understand the 'digital' cultures children are building and the reinterpretations of opportunity, risk and safety that emerge within. Therefore, it considers how technology and social practices co-construct each other. Using an ethnographic approach, this study shows how children use online social networks, games and mobile phones to form a sense of belonging and identity, namely through the exchange of comments on Facebook photos, a combination of competitiveness and collaboration in social games as well as text messaging. Risk is considered a sub-topic of a wider category concerning the problems children encounter through their use of digital media. In spite of their awareness of safety issues, issues related to social acceptance, reputation, and social commitments are of greater concern. Moreover, concepts of safety are challenged by the ambiguousness of concepts like stranger and addiction as well as stereotyped images of risk. This research also highlights a disturbing culture of blame and stigmatization of children involved in experiences of risk. Opportunity stands as a meaningless concept. Regarding these results, this study supports the claim that measures aiming to benefit or protect children online can be over-prescriptive and stigmatizing. A case is made for more contextualized approaches, respectful of children’s perspectives and everyday lives, as well as social and cultural contexts

O domínio gramatical no 1º e 2º ciclo do ensino básico: perceções de docentes e alunos

O presente relatório de estágio foca-se no domínio da gramática e tem como principais objetivos compreender a importância deste no processo de ensino-aprendizagem, analisando a perceção dos docentes e dos alunos e conhecer, a partir da dinamização de atividades em ambas as valências, as principais fragilidades ao nível gramatical evidenciadas. Para tal, procedemos à necessária revisão bibliográfica, analisamos os dados recolhidos através de duas intervenções educativas, uma para cada ciclo, entrevistas às docentes titulares de turma, um focus group aos alunos do 2.º Ciclo do Ensino Básico e apresentamos ainda uma análise dos resultados relativos ao domínio gramatical nas provas de aferição efetuadas nos dois ciclos entre 2016 até 2018. Os resultados obtidos permitem-nos assumir que existe ainda uma necessidade de renovação nas práticas dos docentes, pelo que destacamos a importância da formação contínua, de forma que os docentes valorizem mais esta área. Uma maior consistência ao nível do conhecimento científico e, sobretudo pedagógico, permitirá, parece-nos, que os docentes abandonem práticas assentes numa metodologia tradicional, baseada na memorização de regras gramaticais e optem por uma metodologia mais ativa que auxilie os alunos a compreender e a refletir sobre a língua. Este poderá ser, acreditamos, um contributo relevante para que a gramática seja devidamente reconhecida na construção das aprendizagens dos alunos. Palavras-Chave: Domínio gramatical; Perceções de professores; Perceções de alunos; Ensino-aprendizagem; 1.º e 2.º Ciclos do Ensino Básico

Introductory programming in higher education: A systematic literature review

A systematic literature review was performed on 33 papers obtained from the ACM, IEEE and Sciencedirect databases, in order to understand in depth, the introductory programming discipline (CS1) in higher education. Recently published works have been covered, providing an overview of the teaching-learning process of introductory programming and enabling to find out whether the research developed by universities worldwide is in line with the proposals made by ACM/IEEE-CS group for computer courses, regarding the transition to the competency-based model. The results show that the new techniques/technologies currently used in software development, as an example of agile methodology, has influenced the teaching-learning process of CS1 together with methods such as visual programming and e-learning. The analyzed papers discuss the importance of developing not only technical, but also social skills, corroborating that methodologies used in introductory programming courses need to focus on preparing students for an increasingly competitive market, associating new skills with technical aspects.This work is supported by CIEd – Research Centre on Education, Institute of Education, University of Minh

Coding as literacy in preschool: a case study

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.This research was funded under the project KML II—Laboratory of technologies and learning of programming and robotics for preschool and elementary school, which is co-funded by FEDER through the COMPETE 2020- Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT- Portuguese Foundation for Science and Technology under project reference number PTDC/CED-EDG/28710/2017

Risks of using ICT

Na actualidade, as Tecnologias de Informação e Comunicação (TIC) fazem parte da vida das crianças e dos jovens. No entanto, estes utilizam-nas frequentemente sem consciência dos seus riscos e oportunidades. O uso descuidado e exagerado de tecnologias, como o telemóvel ou a Internet, podem pôr em causa a sua segurança e prejudicar a sua integridade física e psicológica. Cabe à escola, aos pais e à sociedade em geral sensibilizar os mais novos para os perigos e conduzi-los numa utilização mais segura das TIC. Neste sentido, é nosso objectivo reflectir sobre alguns destes riscos tentando conjugar opiniões de especialistas com notícias do dia-a-dia.Nowadays, Information and Communication Technologies (ITC) are part of children’s and teenagers’ lives. However, they often use them without being aware of all their risks and opportunities. The excessive and incautious employment of technologies such as mobile phones or the Internet may threaten their safety and harm their physical and psychological integrity. Schools, parents and society in general must alert the youngsters against dangers, leading them to a safer usage of ITC. In this way, our objective is to reflect on some of these risks, trying to conjugate opinions of specialists and everyday news

Mediação no uso da internet por crianças e jovens: Contornos do problema

A utilização das novas tecnologias por crianças e jovens tem levantado questões sérias e complexas, tanto a nível social como educacional. A relação entre riscos e oportunidades de estar online suscita um dilema: como proteger as crianças e jovens de novos perigos, sem impedir o acesso a uma ferramenta indispensável na sociedade actual? A questão diz respeito aos pais e à escola mas, apesar de estar instalada no meio académico, continua pouco definida. Neste contexto, a pressão exercida pela comunicação social parece estar a formatar o problema de uma forma bastante poderosa e a gerar estratégias de reacção pouco claras. É esta problemática que se propõe abordar nesta comunicação, discutindo, através da análise de casos, alguns dos seus contornos

Coding as literacy: case studies at pre-primary and elementary school

This paper presents two case studies being developed within project “KML II – Laboratory of technologies and learning of programming and robotics for preschool and elementary school”1 [1], [2]. Using a multiple case study approach, KMLII is working with educators and elementary school teachers towards the development of learning activities that integrate computational thinking, coding and robotics with the curriculum, for all students [3] and considering essential learnings [4], competencies and equal opportunities [5]. Participants are experimenting with both unplugged and plugged activities, including coding with ScratchJr and Scratch (only for elementary school). Data is being collected from educators/teachers’ logs and through distant observation. Observation uses the “Positive Technological Development (PTD) Engagement Checklist for Children”, developed by DevTech Research Group at Tufts University, under coordination of Professor Marina Bers (https://sites.tufts.edu/devtech/ptd/), translated and validated to Portuguese. Project KML was born in the context of a growing concern with the Portuguese education system’s response to the development of computational competences for all students. This concern emerges across different public initiatives led by the Ministry of Education’s technologies team (ERTE-DGE)2 and implemented through its competence centres3 for the integration of ICT in education , as well as partnerships with universities. Despite these, guidelines for the development of pedagogical practices that integrate coding with the curriculum still lack. Against this background, this paper presents in detail the methodological approach implemented for two case studies, at preschool and elementary school respectively. Using a multiple case study approach [6], KML II is working with 11 preschool educators and 17 primary school teachers, in 8 different Portuguese districts. The project delivered, in 2019, a national wide training action for in-service educators and primary school teachers [1], [2]. Participant educators and teachers were selected within the group that completed the training. Results from these case studies will inform the development a framework for the introduction of computational thinking, programming and robotics in the training of undergraduate and in-service educators and elementary school teachers, and the design of a competence profile for education professionals in these areas.O projeto KML II  é cofinanciado pelo FEDER através do COMPETE 2020 - Programa Operacional Competitividade e Internacionalização (POCI) e por fundos nacionais através da FCT - Fundação para a Ciência e a Tecnologia no âmbito do projeto com a referência PTDC/CED-EDG/28710/2017 | Project KML II is co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CED-EDG/28710/201

Curricular integration of computational thinking, programming and robotics in basic education: a proposal for teacher training

Today's children are growing up in a complex technological reality, which, in turn, is pushing for the integration of digital technologies in educational contexts. Hence, it becomes necessary to explore how more recent educational approaches to technology can be inclusively integrated into education. Among these innovative approaches are the integration of computational thinking, programming and robotics both in preschool and basic education. Considering the referential of key competences for the current 21th century [1], early training in these areas will contribute to the development of transversal competences [2]. Thus, it is crucial to provide education professionals with the skills and resources for an adequate development of programming and robotics activities in educational contexts. In this paper we present a training action developed within the scope of the project "KML II - Laboratory of technologies and learning of programming and robotics for preschool and primary school". This training action aims to work with early education professionals towards the development of activities with children, using the tools foreseen in this research project. From the work done during the course, trainees should develop an activity plan using programming and robotics technologies, to be implemented in their respective educational contexts. Within this action, trainees are expected to: reflect on the concept of computational thinking and its development in preschool and basic education [3], [4]; collaboratively develop competencies associated with digital literacy and the use of robots and programming languages developed for children [5]; know programming and robotics resources that can be used in preschool and basic education; learn programming basics through applications such as ScratchJr, or others that can support learning development; plan activities according to the curricular contents of the respective level of education, using programming and robotics. Implemented through b-learning, this initiative will also enable educators and teachers to explore and develop distance learning and collaboration skills as well as the use of various support tools and work time management in synchronous and asynchronous sessions. This training is one of the first actions through which KML II project plans to study how to integrate programming and robotics in preschool and basic education, transversally to all areas of knowledge. Within this project, case studies will be carried out at a Portuguese national wide level. This work has two main objectives: a) to propose a training framework for curricular units of technology, in the courses for teacher training in higher education and for in-service training; b) to design a profile of childhood educator and primary school teacher as mediator in the integration of programming and robotics learning in their educational contexts.Project KML II is co-financed by FEDER through the COMPETE 2020 - Operational Thematic Program for Competitiveness and Internationalization (POCI) and national funds through FCT - Portuguese Foundation for Science and Technology under project reference number PTDC/CEDEDG/28710/2017