nónio competence centre 21 st century setúbal higher school of education

Nónio Competence Centre

21st Century Setúbal Higher School of Education

STUDY VISIT

ICT Group - Education and Training 2010

Setúbal, April,19th, 2004

April, 2004 STUDY VISIT - ICT Group - Education and Training 2010

Nónio Competence Centre - 21st Century Setúbal Higher School of Education

First experiences in Setúbal district at primary school nr. 2 of Palmela (1983)

Before MINERVA Project … and beginning the work with ICT



Context

Workproject

Research in the field

(study visits)

Information



In the classroom

Different tasks

ICT (Wordprocessor, Logo and Paint)

Communication



Four years of a pedagogical and innovative experience (84-87), reported by the teacher that was responsible for this work with a primary class (6 to 10 years old).

MINERVA Centre of Setúbal Higher School of Education supports training and monitoring.

To register, to write and to publish …



Discovering Portugal

- a collaborative project with school pupils from other regions,

involving Logo and database



Working maths with ICT (Logo and Spreadsheet) at Bocage and Camarinha Secondary schools – Setúbal.

To be noticed:

• the teacher’s role

• the work in small groups

• different kinds of tasks



Monographies – some script memories of ICT in education

Monography subject fields: curricular and environement contexts



Meaningful conclusions

Enthusiastic involvement of interdisciplinary teams of teachers, including professors and investigators of higher education/universities, basic and secondary education teachers.

Recommendations

To develop a national strategy to improve the telecommunications infrastructure available to the education system;To develop a national strategy to improve the student’s level of access to ICT.



1994-1997ICT in Portugal…

…walking through the desert



in 1997

Nónio Program was launched

• involving elementary and secondary schools, as well as Universities, Higher Schools of Education and

Teachers’ Training Centres.

• providing training and support activities as far as the implementation of ICT on education is concerned.



To Know and Use The ICT at School

(this Competence Centre Project)

To divulge the ICT and the proposals for its adequate use in educational context;

To support teachers’ training and to help the implementation of experiences with students in different contexts, classroom, resource centres or other pedagogical environments.



Initial and In-service Training: articulation

Sites that provide support to the professional development of graduated students

of this school.

Webpage coordination:maths and sciences course graduated students

Webpage coordination:

primary teachers course graduated students



Initial and In-service Training: articulation

Adult training curricula include a contextualized ICT training.

Divulgation and Valorization: Projects; Case studies; Stuff production and evaluation.



Resource Centres Project Students supporting students

Social abilitiesTechnical skills

Willingness to help colleagues ICT – monitor student card



“Meetings, Courses and Resources -

- the ICT at School”(February 2000)

The highest point of the first working period in our

Competence Centre.

Organizing meetings, seminars and conferences



School - present and future;

Learning communities;

“Meetings, Courses and Resources - the ICT at School”



Examples of good pratices;

ICT and professional development of teachers;

ICT in education – different perspectives of use.

“Meetings, Courses and Resources- the ICT at School”



Presentations in meetings, seminars and conferences

National Meetings of Maths Teachers

Challenges

Congress on Teachers’ Training in Cabo Verde



Presentations in meetings, seminars and conferences

the 7th International Meeting I*EARN in China

Congress of Literature for Children and Teenagers, in Spain.



Teachers’ Training – Small wokshops1999 / 2001

Nr. of Hours Teachers Schools

192 275 11

These workshops (6-9 hours) are a response to the schools’ needs.

The Competence Centre is often required to give support to teachers developing activities with ICT in different educational contexts (classroom, resource centres, etc)

These workshops generally take place in schools.

The Competence Centre considers this kind of training very productive.



The New Curricular Areas

The curricular reorganization of the basic education (2001)

flexible management of the curriculum; based on diverse methodologies where the use of

ICT is patent; three new non-disciplinary curricular areas.



Project Area – to promote the conception,

development and evaluation of projects;

Assisted Study – to provide students with study and work techniques, so that they can become autonomous;

Civic Education – where students assumingly

develop civic consciousness.

The New Curricular Areas



In-service training and the New Curricular Areas

A training workshop requiring presence of trainees and trainers

Two held at distance, facilitated by the platform FORDIS



As a result of these training sessions

A great number of works were produced which are available on:

Our webpageCD ROM



Produced Works

Webpages

Powerpoint presentations



Produced Works

Hyperlinks tables

Netquizes



Different context uses

65%

27%

8%

Classroom

RC/ Webpages

Meetings withparents and teachers

More than 55% of the produced stuff were used in the following contexts:



Script

Pedagogical and

didactical ideas

for the

introduction of

ICT specific tools

in the classroom

… and ICT guides

Ideas and materials



Experimentation and evaluation of materials and software

Virtual pedagogical briefcases for maths and for RC

Available products to use with students



Relationship between projects

ABOLINA and SETTIC Projects

- share spaces of production and publishing-



Learning communities

The “Learning Community of Language Teachers” located in the distance

learning platform FORDIS



Conclusions

The Competence Centres can play a unique role as for the launching of involving creative and collaborative dynamics around the educational use of computers in the Portuguese schools.

It’s essential the institutional support to schools.

It’s important the articulation between different Ministry of Education structures, responsible for different ICT “field” projects.



National Study on ICT In-service Teachers’ Training

(Only considers teachers’ training allowed by PRODEP*)

Ministry of Education (DAPP)Portugal

(draft results)

Nónio Program

* PRODEP is the Educational Development Program for Portugal, from 2000 to 2006 within the EC.



24022103

27782415

0

500

1000

1500

2000

2500

3000

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mb

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General teachers' training courses(evolution 2000 - 2003)

Increasing rate15%

An increasing rate of 15% beteween 2000 to 2003



In-service teachers' training (percentage of trainees - 2000)

70%

30% General subjects

ICT

In-service teachers' training (percentage of trainees - 2003)

64%

36%

General subjects

ICT

There’s an increase as far as ICT

teachers’ training is concerned



Different kinds/aims of training

Type 1Use of general tools and Internet

Type 2Application tools to education in different domains like administration, management and school assessment.

Type 3Application tools to education in different fields like multi and interdisciplinary projects, curricular (not disciplinary) iniciatives (resource centers, clubs, school papers, webpages, ...)

Type 4Curricular aplications tools (specific and general)

0

100

200

300

400

500

600

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mb

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of

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Type 1 Type 2 Type 3 Type 4

Kinds of training

Teachers' training in ICT (evolution)

2000

2003

0

5000

10000

15000

20000

25000

30000

Nu

mb

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of

ho

urs


Kinds of training

Teachers' training in ICT (evolution)

2000

2003



Different kinds/aims of training

Type 1Use of general tools and Internet

Type 2Application tools to education in different domains like administration, management and school assessment

Type 3Application tools to education in different fields like multi and interdisciplinary projects, curricular (not disciplinary) initiatives (resource centers, clubs, school letters, webpages, ...)

Type 4Curricular applications tools (specific and general)

0

20

40

60

80

100

120

Nu

mb

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of

co

urs

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Kinds of subjects/aims

ICT Training Wokshops (TW) (evolution)

2000

2003

0100200300400500600

Nu

mb

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TC TM TW S SC P

Modalities

Different modalities of ICT teachers' training (evolution)

2000

2003

TC – Training Courses; TM – Training Modules; TW – Training Workshops; S – Seminars; SC – Study Circles; P - Project



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100001200014000

Nu

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ees

Kinder

garte

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Primar

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Elemen

tary

(2nd

)

Elemen

tary

(3rd

)

Second

ary

Teaching level

In-service teachers' training

2000

2003

0500

10001500200025003000350040004500

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of

tra

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Kindergarten Primary Elementary(2nd)

Elementary(3rd)

Secondary

Teaching level

In-service teachers' training (ICT)

2000

2003

General growth of ICT

teachers’ training, except

for primary teachers.



Some questions to reflect …

● Training and curricular development – what relationship ?

What kind of ICT teachers’ training to improve pedagogical experiences in the classroom ?



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nónio competence centre 21 st century setúbal higher school of education

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