http://hdl.handle.net/10451/3013 Sat, 25 May 2013 00:15:38 GMT 2013-05-25T00:15:38Z http://hdl.handle.net/10451/7029 Title: Educational Technologies. Analysis of Master dissertations carried out in Portugal Authors: Costa, Fernando Albuquerque Abstract: Acknowledging the importance scientific research may have in terms of the foundation, orientation and evaluation of the use of technologies in an educational context, it is only natural that there should also be greater knowledge on the research carried out in this particular field. This is what we set out to achieve in a recent conference held in Portugal on the theme Research in Education (1). Using the theme of the conference itself – Research in Education between 1960 and 2005 – as our basis, we decided to focus on what has actually been the object of research in our country within the framework of Educational Technology. We realised, at a very early stage, that there were hardly any studies in this field before Portuguese universities took on a more active role, nor in the field of educational technologies, particularly after the appearance of the first Masters courses at the University of Minho in 1987. Even though we are not aware of any in-depth study to characterise scientific research developed in Portugal in this area, several Portuguese authors have referred to this issue in some way or another (Abrantes, 1981, 1998; Blanco & Silva, 1993; Caldas, 2001; Fernandes, 1969;Ponte, 1994; Silva, 2000). On the other hand, since we have stated that a considerable part of research, in this particular field, focuses precisely on this academic qualification, we have decided to construct our analysis around this aspect. Therefore, in this article we present the result of the studies on Masters dissertations carried out in Portugal, with a view to furthering understanding of the studied themes, their theoretical and methodological frameworks, and to finding out where they are carried out, who does the research, what the collection techniques are and the type of data analysis used, just to mention some of the aspects around which our analysis is centred. This is an exploratory analysis within a restricted context, however, we hope that it may contribute to the acquisition of more profound knowledge regarding research practices in this specific field of Educational Sciences in Portugal. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/10451/7029 2007-01-01T00:00:00Z http://hdl.handle.net/10451/7028 Title: Competência e confiança dos professores no uso das TIC Síntese de um estudo internacional Authors: Peralta, Helena; Costa, Fernando Albuquerque Abstract: Este artigo tem como propósito apresentar um estudo de caso múltiplo, de natureza qualitativa, sobre a competência e a confiança dos professores do ensino básico (1) no uso das TIC nas práticas educativas. Cada caso refere-se a um dos cinco países europeus (Espanha, Grécia, Holanda, Itália e Portugal) envolvidos no projecto IPETCCO “Investigation in Primary Education Teachers’ Confidence and Competence. Supporting Innovation...”, (2) um projecto de investigação em parte financiado pela Comissão Europeia (Programa Socrates/Minerva). Utilizou-se a entrevista de grupo como técnica principal de recolha de dados. Tendo principalmente em vista a elaboração dos instrumentos de recolha de dados da fase seguinte do estudo, emergiram da análise das entrevistas três grupos de factores ou dimensões centrais em torno dos quais se viria a organizar um questionário: factores individuais, factores contextuais (ao nível macro e micro) e factores relacionados com a formação de professores (a consciência dos professores sobre a sua prática). Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/10451/7028 2007-01-01T00:00:00Z http://hdl.handle.net/10451/7027 Title: Primary Teachers’ Competence and Confidence Level regarding the Use of ICT Authors: Costa, Fernando Albuquerque; Peralta, Helena Abstract: The aim of this paper is to present a qualitative multiple case study research on primary school teachers’ competence and confidence level regarding the use of ICT in the teaching and learning practice carried out in five different European countries (Greece, Italy, Portugal, Spain and The Netherlands). Focus group interview was the central data collection technique used in this study . As a result from the data analysis some important issues emerged which gave rise to four main dimensions - individual factors, contextual factors (at macro and micro levels) and factors related with teacher training andeducation. These factors may function as anchor-points (main categories) for the elaboration of the instruments for further research.; The project IPETCCO aims at understanding the potential for ICT-based innovation for Southern European primary school teachers. The central concern is with teachers´skills, knowledge and attitudes towards ICT and innovation. The objectives include: - a review into the curricular structures of four Southern European countries with the aim of identifying the curricular space for innovation; - an in-depth investigation into the current situation regarding the application of ICT in the learning/teaching practice; - an in-depth investigation into the competence and confidence levels of a sample group of primary school teachers; - an analysis, clustering and dissemination of project outputs. More information, in Portuguese, here: ipetcco index www2.fpce.ul.pt/pessoal/ulfpcost/ipetcco/ Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/10451/7027 2006-01-01T00:00:00Z http://hdl.handle.net/10451/7026 Title: Creative learning Authors: Costa, Fernando Albuquerque Abstract: Terminou com um rap aquele que, na opinião de muitos, é o maior evento realizado na área da Educação e da Formação em Portugal. Um duplamente criativo rap sobre o eLearning e os desafios que esse novo conceito representa para a sociedade em geral e para a educação e a formação em particular. Um desafio principalmente para a escola tal como a conhecemos hoje - anacrónica, desinteressante e em que o objectivo de aprender aparece, aos olhos dos alunos, muito depois de “o lugar onde podemos encontrar os amigos” (Wim Veen, Sessão sobre A Nova Literacia Digital) -, porque nela continua a residir, apesar de tudo, a esperança de um futuro melhor. O eLearning , central na agenda europeia e constituindo um dos eixos nucleares a partir da cimeira de Lisboa (2000), em que se define como objectivo estratégico tornar a Europa a região do globo tecnologicamente mais desenvolvida em 2010 ("tornar-se na economia baseada no conhecimento mais dinâmica e competitiva do mundo, capaz de garantir um crescimento económico sustentável, com mais e melhores empregos, e com maior coesão social"), é natural que tenha vindo a assumir particular relevância nos últimos anos, de forma transversal a todas as áreas, apesar de entendimentos e práticas muito diversas, em busca do objectivo de preparar os cidadãos para uma sociedade ela própria em mudança e cujos contornos não é fácil antecipar. Thu, 01 Jan 2009 00:00:00 GMT http://hdl.handle.net/10451/7026 2009-01-01T00:00:00Z