sala de aula_futuro_workshop_12nov2016
TRANSCRIPT
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Sala de aula do
futuro ???
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O momento
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2016
1981, 1982, 1983, 1984, 1985, 1986, 1987, 1988, 1989, 1990, 1991, 1992, 1993, 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015,
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Século XXI
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Século XX
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Século XIX
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O contexto
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um exemplo
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O Projeto Future Teacher E-ducation Lab é uma iniciativa pioneira no contexto do ensino superior europeu.
Pretende-se criar um espaço multifunções onde pedagogia e tecnologias interajam em proveito da
modernização dos processos de formação profissional docente.
.
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Future Teacher E-ducation Lab
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O modelo
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Learning Space Performance Rating System (Felix & Brown, 2011)
SIN conceptual modelstimulation, individuality and naturalness (Barret, Davies, Zhang, Moffat & Kobbacy, 2013)
Estes modelos assumem um human-centered design.
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• Estrutura modular e organização espacial promotora de variadas dinâmicas de atividade
• Uma multiplicidade de ferramentas tecnológicas e mobiliário flexível
• Preocupações com a qualidade do ambiente, (temperatura, luminosidade e acústica)
• integração relacional com os objetivos organizacionais
O espaço tem assim:
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O motivo
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Competências-chave Quadro de Referência Europeu
1. Comunicação na língua materna2. Comunicação em línguas estrangeiras3. Competência matemática e competências básicas em ciências e tecnologia4. Competência digital5. Aprender a aprender6. Competências sociais e cívicas7. Espírito de iniciativa e espírito empresarial8. Sensibilidade e expressão culturais
#1
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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).
#2
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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).
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O público
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Ensino básico e secundário
PúblicoO Future Teacher E-ducation Lab assume como
público-alvo PROFESSORES
Ensino Superior
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Público
Formação InicialMestrados em Ensino
Informática, Matemática
Biologia-Geologia
Física-Química
Formação Contínua
Mestrado em Educação e Tecnologias Digitais
Doutoramento TELSC
Ensino básico e secundário
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Formação
profissional
docente
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Modelo TPACK(Mishra & Koehler, 2006)
Conhecimento do Currículo
(Conteúdo Cientifico)
Conhecimento Pedagógico
Conhecimento Tecnológico
Conhecimento Tecno-Curricular
Conhecimento Tecnológico
Conhecimento Pedagogico-Curricular
Conhecimento Tecno-Pedagógico
Conhecimento Tecno-
Pedagogico-Curricular
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Exemplo: 1 das metas curriculares de
Ciências Naturais: “ Célula: unidade básica de
vida”
Desenvolvimento cognitivo, Contexto
socio-educativo, etc.(ex. estádio das
operações formais)
BEESoft 3D
Conhecimentos sobre componentes estruturais de modelação 3D
Ensino da programação para a promoção de “pensamento computacional, resolução de
problemas e na organização lógica de ideias”
Conhecimento Tecnico-Pedagógico
(ex. Inquiriy-based learning)
Conhecimento Técnico-
Pedagogico-Curricular
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Os parceiros
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Projeto P3M - Práticas Profissionais dos Professores
de Matemática
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Atividade: criar uma
maquete 3D da sala de aula do
futuro
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Etapas:1) Familiarização com o kit
2) Seleção de princípios . De 3 principios devem eleger 1. De 15 conceitos (+2) devem eleger 3
3) Construção. Devem identificar zonas/atividades. Devem escolher mobiliário + equipamentos. Devem construir o ‘ambiente’ (dentro/fora). Devem colocar as personagens
4) Apresentar a sala construida
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https://www.facebook.com/pg/telftelab/
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ReferênciasBarton, 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. Teachers College 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
Houdé, O., Pineau, A., Leroux, G., Poirel, N., Perchey, G., Lanoë, C., Lubin, A., Turbelin, M. R., Rossi, S., Simon, G., Delcroix, N., Lamberton, F., Vigneau, M., Wisniewski, G., Vicet, J. R., & Mazoyer, B. (2011). Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology 110 (3), 332–346
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.