pilot testing report - portugal/media/majoriaq/files/ansat/anla/pilottesting...pilot testing report...

Pilot Testing

Report - Portugal

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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The European Commission support for the production of this

publication does not constitute an endorsement of the contents

which reflects the views only of the authors, and the Commission

cannot be held responsible for any use which may be made of the

information contained therein.

Index Introduction .................................................................................................................................. 3

Pilot Testing Framework ............................................................................................................... 4

Teacher/ trainer’s Questionnaire .................................................................................................. 5

First Stage Results ..................................................................................................................... 5

Main findings ............................................................................................................................. 6

Second Stage Results ................................................................................................................. 7

Main findings ............................................................................................................................. 8

Conclusions ............................................................................................................................... 9

Student’s Questionnaires ............................................................................................................ 10

First Stage Results ................................................................................................................... 10

Main Findings .......................................................................................................................... 21

Conclusions ............................................................................................................................. 22

Second Stage Results ............................................................................................................... 23

Main Findings .......................................................................................................................... 33

Conclusions ............................................................................................................................. 34

Third Stage Results .................................................................................................................. 36

Main Findings .......................................................................................................................... 41

Conclusions ............................................................................................................................. 42

Recommendations ...................................................................................................................... 43

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Introduction

The new digital technologies created a series of changes in the lifestyles of the contemporary

societies. Thereby, also education has to adapt to this technological evolution, in order to avoid

the lack of interest and motivation of the trainees in the learning process.

That is one of the major difficulties nowadays in education, since the trainees are not able to

understand or relate the information they learn in the classrooms with the external environment

and everyday situations.

The use of information and communication technologies (ICT) in the classrooms with the

teacher/ trainers/ trainers’ support may lead trainees to face classes as more interesting and

become more motivated to learn.

This project is intended to collect data and determine the way new technologies can be applied

as educational tools and how they can promote the autonomous learning.

It aims to understand the consequences in the learning processes in the long-term of the use of

the new information and communication technologies at schools. Thus, a Pilot experience was

conducted with one teacher/ trainer and a group of trainees of a VET Tourism Course to

understand the impact of technology in the classroom today.

The methodology applied in the testing phase consisted of two stages. In stage one, the teacher/

trainer used the traditional pedagogical approach to explain one content. Then in stage two, the

teacher/ trainer will select online tools to prepare the same content. The teaching approach will

be completely changed as the trainees will construct their own knowledge by independently

look for the information. At this stage, the teacher/ trainer will be a guide and the trainees will

use ICT to help them build the knowledge.

At the end of the pilot testing, the teacher/ trainer was invited to provide his/her perception of

the class results by comparing stage one with stage two. The teacher/ trainer will also reflect

upon the best pedagogical approach to be used at classes invaded by technology.

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Pilot Testing Framework This report provides the results on the second phase of data collection. This phase was named

pilot testing and is part of the project ANLA.

The pilot testing was divided into three stages, each with its assessment tool: stage one,

composed of a previous questionnaire, the same used in the field study conducted with the first

year trainees of a VET Tourism course; stage two composed of a follow-up questionnaire; and

stage three composed of a final questionnaire.

Stage one aimed to assess traditional teaching methodologies and to ascertain the use of

information and communication technologies in the daily life. Stage two intended to evaluate

the expectations of using these technologies (ICT) in the learning process. Stage three meant to

determine the trainees’ preferences and feelings related to de use of ICT in classes.

The pilot testing phase was designed to understand the differences regarding teaching the same

contents, but using different tools and learning methodologies.

The three questionnaires were answered by the trainees of the third year of a VET Tourism

course of the Vocational School of Espinho where the data collection was conducted.

The questionnaires concerning stage one were comprised by fifteen questions referring the use

of technologies and its relation to the learning methodologies, the teacher/ trainers/ trainers

and the school.

The questionnaires regarding stage two were composed by ten questions approaching

essentially the learning methodologies, with or without the use of technologies, applied by the

teacher/ trainers/ trainers in their classes, and the trainees’ feelings and expectations

concerning the vocational course and those methodologies.

The questionnaires of stage three were composed by eight questions which intended to

compare the trainees’ preferences and feelings related to the use of ICT or not during the classes

of the pilot testing.

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Teacher/ trainer’s Questionnaire First Stage Results

The teacher/ trainer is Portuguese, female, and her age is between 26 to 35 years-old.

Her years of teaching experience are between 4 to 10 years.

She uses a computer, a mobile phone and a tablet, and in her classes she uses the computer,

the mobile phone and the whiteboard.

The teacher/ trainer has access to a computer at home with an internet connection and owns

an email account that she uses regularly.

The teacher/ trainer feels completely confident to use a computer to prepare lessons, teach

trainees, do school administrative work and interact with trainees and other teacher/ trainers/

trainers. Also, she feels very confident to use a computer to participate in videoconferences,

attend online training and deliver online training.

In her school are available computers, video projectors, televisions, 3D printers and specific

teaching equipment.

The teacher/ trainer uses ICT very often to show trainees appealing contents, to show a film or

a PowerPoint presentation and to guide trainees’ research work. Usually, she uses ICT to show

trainees how to use apps for educational purposes, to motivate trainees and to encourage

autonomous learning. Sometimes, she uses it to play educational games with trainees.

When the teacher/ trainer prepares her classes, she spends less than one hour searching for

new tools, implementing new teaching methodologies, taking photocopies, preparing handouts

and trying new apps. Also, she spends one to five hours preparing new lessons and checking

what other teacher/ trainers/ trainers are doing and comparing with what she is doing. Finally,

she spends five to ten hours building educational resources and preparing exercises and/or tests

and exams.

The teacher/ trainer allows her trainees to use the internet very often in classes for research, to

check school records, lessons’ summaries, download/upload documents, for autonomous

learning, group work and report writing. Usually, they use the internet for using subject specific

software.

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The teacher/ trainer feels better on her profession when she is guiding trainees during learning.

She believes the best methodologies in the learning process are the following: listening, using

the internet, having the teacher/ trainer’s support, learning by doing, watching videos and

exercising. She considers reading, group work, problem based learning, asking questions,

experimenting and discussing with peers and/or teacher/ trainers/ trainers quite useful in the

learning process. Playing games, autonomous learning and repeating were classified as a bit

useful.

In conclusion, the teacher/ trainer believes she would need more training in ICT, more

equipment and more time to use more technologies in her classes.

Main findings

The questionnaire presented in stage one answered by the teacher/ trainer revealed the

following main findings:

the teacher/ trainer already uses the computer, the mobile phone and the whiteboard

in her classes;

the teacher/ trainer feels completely confident using a computer to prepare lessons,

teach trainees, do school administrative work and interact with trainees and other

teacher/ trainers/ trainers, which means that this teacher/ trainer has some knowledge

in using ICT;

the teacher/ trainer uses ICT frequently to show trainees appealing contents, to show a

film or a PowerPoint presentation and to guide trainees’ research work, which are

common uses of ICT in classrooms;

the teacher/ trainer allows her trainees to use regularly the internet in classes for

research, to check school records, lessons’ summaries, download/upload documents,

for autonomous learning, group work and report writing;

the teacher/ trainer feels better on her job when she is guiding trainees through

learning, which reveals that this teacher/ trainer has flexibility in the pedagogical

approach;

the teacher/ trainer considers that the best practices in the learning process are

listening, using the internet, having the teacher/ trainer’s support, learning by doing,

watching videos and exercising;

The teacher/ trainer thinks she would need more training in ICT, more equipment and

more time to use more technologies in her classes.

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Second Stage Results

The teacher/ trainer is female and was the same of stage one.

She teaches more than 25 hours per week.

The teacher/ trainer mentioned that although ICT is taught as a separate subject, it is integrated

in her subject, because she chose to do so and also due to curriculum requirements. Also, she

indicated that ICT is integrated in many subjects. She uses quite frequently computers and/or

the internet to prepare lessons and to teach for more than 6 years.

Usually, the teacher/ trainer and the trainees use computer and/or internet during classes. The

teacher/ trainer has access during her classes to a desktop computer with internet access and/or

an internet-connected laptop, a digital camera or a camcorder, and to the computer laboratory.

The school does not provide each teacher/ trainer with laptops or desktop computers for their

own use, but it provides the trainees classrooms with these equipments. The trainees are

allowed to use personally owned equipments as laptops, tablets and mobile or smartphones.

The only professional development the teacher/ trainer undertook was ICT training provided by

the school staff.

The teacher/ trainer normally browses or searches on the internet to collect information to

prepare the lessons and to collect resources to be used during lessons. She also, frequently,

downloads, uploads or browses material from learning platforms. She often looks online for

professional development opportunities.

Sometimes, the teacher/ trainer uses applications to prepare presentations for lessons and the

ICT to provide feedback and/or assess trainees’ learning. Occasionally, she creates her own

digital learning materials, prepares exercises and tasks and posts homework on the school portal

for trainees. Also she sometimes evaluates digital learning resources in the subject(s) she

teaches.

Rarely, the teacher/ trainer communicates online with parents and downloads, uploads or

browses material from the school’s portal.

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The teacher/ trainer used materials from different sources when she was teaching with the

support of a computer and/or the internet, as: material that she has searched on the internet;

existing online material from established educational sources; material that is available on the

school’s computer network or database and material of her own creation.

The teacher/ trainer believes the use of ICT in teaching and learning is heavily affected by an

insufficient number of laptops or notebooks at school, and partially by the lack of adequate skills

of the teacher/ trainers/ trainers and an insufficient number of interactive whiteboards.

The teacher/ trainer also thinks the use of ICT in those processes is a little affected by a series of

circumstances, as: insufficient number of computers, insufficient internet bandwidth or speed,

insufficient support for teacher/ trainers/ trainers, the fact that the school computers are out of

date and/or needing of repairment, the lack of pedagogical models on how to use ICT for

learning, the school time organisation (e. g. fixed lesson time), the pressure to prepare trainees

for exams and tests, and finally the unclear benefit of using ICT for teaching.

The teacher/ trainer feels a lot confident with the following technologically based activities:

produce a text using a word processing programme, use emails to communicate with others,

email a file to someone, organise computer files in folders and subfolders, create a presentation

with simple animation functions and participate in social networks.

The teacher/ trainer is slightly confident with these actions: capture and edit digital photos,

movies or other images, edit text online containing internet links and images, create a

presentation with video or audio clips, participate in a discussion forum on the internet,

download or upload curriculum resources from/to websites or learning platforms for trainees

to use, teach trainees how to behave safely online, and finally teach trainees how to behave

ethically online.

Also, the teacher/ trainer is a little confident in relation to creating a database and using a

spreadsheet (e. g. Excel). However, she does not feel confident at all with these specific

activities: create and/or edit a questionnaire online, use a spreadsheet to plot a graph, create

and maintain blogs or websites, download and install software on a computer, prepare materials

to use with an interactive whiteboard and programming.

Main findings

The questionnaire presented in stage two answered by the teacher/ trainer revealed the

following main findings:

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ICT is taught as a separate subject in school, but it is integrated in classes because

teacher/ trainers/ trainers decide to use it;

the teacher/ trainer and the trainees use the computers and the school’s internet

connexion during classes;

the trainees are allowed to use personally owned equipments, as laptops or

smartphones;

the teacher/ trainer usually searches on the internet to collect information to prepare

the lessons and to collect resources to be used during lessons;

the teacher/ trainer regularly downloads, uploads or browses material from learning

platforms;

the teacher/ trainer frequently looks online for professional development

opportunities, although the last training attended was provided by the school;

the teacher/ trainer considers the use of ICT in the learning process is severely affected

by an insufficient number of laptops or notebooks in the school;

the teacher/ trainer thinks the use of ICT in classes is moderately affected by the lack of

adequate skills of the teacher/ trainers/ trainers and an insufficient number of

interactive whiteboards;

the teacher/ trainer feels a lot confident with producing a text using a word processing

programme, using emails to communicate with others, emailing a file to someone,

organising computer files in folders and subfolders, creating a presentation with simple

animation functions and participating in social networks.

Conclusions

The teacher/ trainer uses information and communication technologies in her personal life, as

well as in the school environment in a series of school related tasks as teaching, doing school

administrative work or interacting with trainees and other teacher/ trainers/ trainers.

Also, the teacher/ trainer allows and encourages the use of ICT in some classroom activities

without neglecting her role as a teacher/ trainer in guiding the learning process and her trainees.

Since the trainees use the ICT in their daily lives and they are familiarized and comfortable with

its application, the teacher/ trainer believes the teacher/ trainers/ trainers, in general, would

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benefit of more training in ICT, as well as more equipments in the classrooms and more time to

learn how to use them and to become acquainted with those technologies.

Student’s Questionnaires First Stage Results

The questionnaires were answered by trainees of the third year of a VET Tourism course at the

Vocational School of Espinho (ESPE).

At this stage, 19 questionnaires were considered for the statistical treatment.

79% of the trainees had 16 to 18 years-old, while 21% had 19 to 21 years old. 63% were female

and 37% male.

In relation to the devices that trainees had, all of them had a computer, 89,47% a mobile phone,

47,37% a tablet, 42,11% a PlayStation and 10,53% a smartwatch.

Graphic 1 – Results from question 3 “Which of the following devices do you have?”

All the trainees had access to a computer at home with an internet connection and all of them

had an e-mail account.

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Even though they had an account, only 47,4% used it quite often, 31,6% usually used it, while

15,8% sometimes used it and 5,3% rarely used it.

Graphic 2 – Results from the question 6 “How often do you use your e-mail?”

As mentioned in the previous report, the trainees used the internet in a regular basis, therefore

it is important to understand its main uses.

The most popular activities trainees do online are accessing to social media (72,2%), chatting

(63,2%), watching videos and do research for school (57,9%), and for personal interests (47,4%),

since they considered they did them very often.

Taking into account the results achieved, it can be observed that the internet is not very used

for learning purposes, as only 42,1% of the participants have answered they used it sometimes

for that purpose.

Similarly, 47,4% answered they sometimes used it to interact with other trainees or with their

teacher/ trainers/ trainers.

Reviewing the results, it is possible to establish that, in this class, a significant number of trainees

uses the e-mail to communicate, however, they prefer other apps like social media or chats for

that purpose.

With this in mind, it seems like most trainees use the internet for recreation and personal

interests, although a considerable number of them has mentioned that they use it to do research

for school, in contrast with the data from the previous group. Therefore, it is possible to

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conclude that the trainees from the third year realize the advantages of the use of internet as

support in their learning process, since they use it more often for that purpose.

Graphic 3 – Results from question 7 “How often do you use the internet for the following purposes?”

The eighth question aimed to determine if the participants were aware of the equipments

available at their school.

All the trainees indicated the existence of computers, 89,5% referred the video projectors,

84,2% the televisions and 73,7% the 3D printers.

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In contrast, only 31,6% mentioned specific equipments, 26,3% simulators and 21,1% VCRs and

smart boards.

None of them indicated smart tables, virtual reality glasses or tablets.

Graphic 4 – Results from the question 8 “Which of the following equipments exist in your school?”

Afterwards, the trainees were asked about the use they gave to the internet in classes.

57,9% of the participants mentioned they used it quite often for group work, while 52,6%

indicated they used it frequently for research.

In addition, 36,8% referred they usually used it for subject specific software, to check school

records, lessons’ summaries and to download or upload documents.

Finally, 42,1% answered they sometimes used it for report writing and 31,6% indicated they

sometimes used it for autonomous learning.

Considering these results, it is possible to verify that the activities related to an autonomous

learning through the use of the internet are not very used in the classroom, although most

trainees used the internet in classes for research and group work. That is understandable, since

the internet is seen as a fast source of information and communication in the contemporary

society.

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Graphic 5 – Results from the question 9 “In classes, how often do you use the internet for the following purposes?”

Subsequently, the trainees were questioned about the use of technology by their teacher/

trainers/ trainers in classes and there were no negative answers.

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In the same reasoning, 36,84% indicated that all the teacher/ trainers/ trainers used it, while

47,37% mentioned most of them used it and 15,79% referred some teacher/ trainers/ trainers

used technologies in classes.

These results confirm that the teacher/ trainers/ trainers are already using ICT in classes. It is

part of their daily activity. More and more teacher/ trainers/ trainers embrace the technological

resources and recognize them as support in the dissemination of school contents in the

classrooms.

Graphic 6 – Results from the question 10 “How many of your teacher/ trainers/ trainers use technologies in classes?”

In the eleventh question, the participants mentioned how often they used a variety of apps.

So, observing the results, the trainees answered that they use quite often the Instagram (68,4%),

Facebook (52,6%), Twitter (42,1%) and Snapchat (36,8%).

By contrast to this data, they were unaware of apps such as Educreations (78,9%), Book Creator

and Kindle (73,7%).

Observing these results, it is possible to infer that trainees use social media apps regularly to

interact and communicate with others, declining the use of apps for educational or learning

purposes.

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Graphic 7 – Results from the question 11 “How often do you use the following apps?”

The last four questions aimed to understand which ways the trainees learnt best, what they

expected from their teacher/ trainers/ trainers and which tools they used to search for

information.

The following activities were considered very important for the learning process: having the

teacher/ trainer’s support (73,7%), learning by doing (73,7%), listening (57,9%), experimenting

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(47,4%), repeating, asking questions, exercising and discussing with peers and teacher/ trainers/

trainers (42,1%) reading and using the internet (38,8%), watching videos (36,8%) and finally

gaming (36,8%).

Solving problems (57,9%), group work and making exercises (47,4%), autonomous learning and

making experiences (42,1%) and reading (36,8%) were mentioned as quite important practices

in the learning process.

Gaming was rated in two negative categories by five trainees, although a large extent of them

has rated it like a very important action for the learning process.

Also, autonomous learning has been classified in one negative level, yet most trainees have

mentioned it as a quite important practice for the learning process.

These results show, as the previous collected data, that trainees do not understand the

advantages of activities related with autonomous learning, although some of them considered

it quite important for the learning process.

The majority emphasized the role of the teacher/ trainer and his support as the best way of

learning.

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Graphic 8 – Results from question 12 “Rate the way you learn best”.

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Considering the best method to memorize the contents presented in class, 62% of the trainees

indicated that they needed time to practice, read and exercising, while 24% referred that

contents must be repeated many times to be memorized and only 10% mentioned group work

as the best action to learn and memorize the subjects.

Similarly to the earlier collected data, although a large extent of trainees has considered group

work as an important activity for the learning process in the previous question, for the purpose

of memorizing the contents, they considered they needed some time for themselves to practice,

read and exercise.

Graphic 9 – Results from question 13 “Which of the following options contributes more for you to remember the

subjects?”

When questioned about the kind of support they expected from their teacher/ trainers/ trainers,

32% of the trainees answered that the teacher/ trainer should choose the materials and let they

know what to do, while the same percentage of trainees indicated that the teacher/ trainer

should choose the materials and the class should discuss the contents.

21% of the participants mentioned that they should choose the materials with the teacher/

trainer and the class should debate the subjects, and only 10% of the class believed that the

teacher/ trainer should choose the materials and let the trainees work freely with them.

It is possible to infer that trainees still recognise the role of the teacher/ trainer as the most

important in the learning process, even though they presented a will to participate in that

process through the selection of materials and subjects to work with and debate.

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Graphic 10 – Results from question 14 “What kind of support do you expect from your teacher/ trainer in the

learning process?”

Finally, in the last question, the trainees were asked about the frequency of use of a series of

research sources.

In the answers, 89,5% of the class mentioned the internet as the most used resource for

research.

The other sources were classified in one or two negative levels, since the trainees indicated they

never or rarely consulted them.

Nowadays, the knowledge and information bases are essentially digital. This digital format

allows an easy access to the contents on most communication devices used by the people,

anywhere, provided there is an internet connection, and that is why the internet is the privileged

tool for research.

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Graphic 11 – Results from question 15 “Rate the frequency of use of the following sources of research.”

Main Findings

The questionnaires presented in stage one answered by the trainees revealed the following

main findings:

most trainees were 16 to 18 years-old and were females;

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all the trainees had a computer and the majority had a mobile phone, while almost half

of them had a tablet and/or a PlayStation;

all the participants had an e-mail account, however only half of them used the e-mail

for communication;

social media, chatting, watching videos and research for school were the most popular

activities the trainees used the internet for;

in classes, they used the internet especially for group work and research;

all the teacher/ trainers/ trainers used information and communication technologies in

classes;

Instagram and Facebook were the most popular apps among the trainees, while

educational apps appeared to be unknown;

most trainees indicated having teacher/ trainer’s support, learning by doing and

listening as the best ways of learning;

the majority indicated they needed more time to practice, read and exercise to

memorize the contents presented in class;

most trainees faced the teacher/ trainer as the main actor in the learning process and

hoped that he/she guided them and made all the decisions;

the internet was the main source of information among trainees.

Conclusions The trainees and the teacher/ trainers/ trainers were adapted to digital equipments and they

enjoyed the major benefits of this digital era. They faced technologies as part of their daily lives

and at the school environment.

The trainees use it on a regular basis, but essentially for recreation and personal purposes,

although they consider the internet as a powerful tool for research.

The majority still faces the teacher/ trainer as the expert, the one who makes a detailed plan for

the learning process and the one who evaluates the trainees and their academic performance.

With that in mind, it is verified that the trainees’ view of the learning process is still very focused

on the teacher/ trainer’s authority, so they count on him/her to provide them guidance and

support during training.

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As mentioned in the previous report, the trainees are still very attached to a traditional way of

learning and building knowledge. Also, it seems that they do not apply the knowledge they

acquire in the digital environment to the school learning environment.

Second Stage Results

The questionnaires were answered by trainees of the third year of a VET Tourism course from

the Vocational School of Espinho (ESPE).

18 questionnaires were considered for the statistical treatment.

89% of the trainees were 16 to 18 years-old and 11% were 19 to 21 years old. 61% were female

and 33% male.

The trainees were questioned about their motivation to attend the vocational course. 61,1% of

the participants indicated they attended the course, because of the job opportunities it offered

and 55,6% mentioned they attended the course because they liked that area of training.

By contrast, 72,2% of the trainees totally disagreed when questioned if their motivation to

attend the course was related to their friends’ choice or if it was to avoid staying at home.

Also, 66,7% of the participants showed their total disagreement when asked if their motivation

was related to their parents’ will or if it was to have no faults.

These results show that trainees chose to attend the vocational course for good reasons, as the

interest for a special field of study and the job opportunities that the training could bring them

in the future.

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Graphic 12 – Results from question 3 “Rate your motivation to attend this vocational course.”

In question four, the trainees were questioned about their feelings when the teacher/ trainers/

trainers used the expositive method in classes.

61,1% indicated they were able to express their opinions, while 44,4% mentioned they felt more

attentive and more committed, and 33,3% referred they felt motivated and more secure in

relation to the contents.

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Graphic 13 – Results from question 4 “In classes, when teacher/ trainers/ trainers use the expositive method I feel:”

Subsequently, the participants were asked about their feelings when the teacher/ trainers/

trainers used information and communication technologies in classes and 72,2% indicated they

felt motivated and 50,0% referred they felt more attentive.

In addition, 44,4% of the trainees indicated more security in relation to the contents, while

38,9% mentioned they felt more committed and willing to learn more.

The results show that it is possible to achieve the same or better results, that is, more

motivation, attention, security, commitment and willingness to learn in the learning process,

when moments of expositive methodology are combined with the use of technologies in classes.

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Graphic 14 – Results from question 5 “In classes, when teacher/ trainers/ trainers use technologies (ICT) I feel:”

The participants were requested to indicate their degree of agreement in relation to a number

of statements.

44,4% totally agreed that they felt more motivated and committed when they could use ICT in

the classroom, while 38,9% totally agreed that all the teacher/ trainers/ trainers of all subjects

should use ICT in classes, in line with 50,0% that agreed with that same statement.

Also, 38,9 % totally agreed that technology helps them better understand the school subjects,

in accordance to 44,4% that agreed with that.

In the same direction, 38,9% of the trainees referred they preferred the use of ICT to the

expositive method.

In contrast, 55,6% of the participants did not agree when asked if they were more insecure when

they had to use ICT in the classroom, while 44,4% totally disagreed with the statement.

Similarly, 50,0% disagreed with the following statements “Only the teacher/ trainers/ trainers

of technological subjects should use ICT in classes.”, “I feel indifferent to classroom activities,

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even when the teacher/ trainer uses ICT.” and “The use of ICT distracts me.”, while 44,4%, 38,9%

and 22,2%, respectively, totally disagreed with the statements.

The data collected allows to conclude that the use of technologies in the classroom enhances

the youngsters’ interest and motivation, as the use of technologies is natural and familiar to

them in their daily life. The youngsters strongly identify themselves with this learning approach.

Since technology is part of their life, it is worth considering that technology should also integrate

the learning process, and be frequently used in classes.

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Graphic 15 – Results from question 6 “Indicate your degree of agreement regarding the statements below:”

In question seven, the trainees were asked when they felt more motivated in classes.

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44,4% totally agreed that they felt more motivated when the teacher/ trainer/trainer gave them

clear instructions about what they had to do and when they could use the computer or the

mobile phone to solve exercises.

In addition, 38,9% completely agreed that they felt motivated when they could express their

opinions and when the teacher/ trainer/trainer used different methodologies.

Likewise, 55,6% agreed that they felt more motivated when they learnt by doing the tasks.

Also, 44,4% agreed that they felt more motivated when they could express their opinions, when

the teacher/ trainer gave them clear instructions about what they had to do and when they

could use different resources during the class.

Similarly, 50,0% indicated their total disagreement when asked if they felt more motivated when

they did not have anything to do. In the same way, 44,4% did not agree to feel more motivated

when they did not have to participate.

These results show that trainees feel more motivated when they face familiar situations. In other

words, when the teacher/ trainer is the expert that takes the responsibility for the learning

process and they only have to obey, and when they can have access to devices they know to

perform the tasks. Although they are eager to use ICT in classes, the traditional role of the

teacher is still appreciated by this generation.

Nevertheless, these results also show that youngsters are becoming more active and curious in

the learning process, as they demonstrate a total displeasure when they do not have any tasks

to do or when they do not participate in classes, showing even an interest in expressing their

feelings and in using different methodologies and resources.

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Graphic 16 – Results from question 7 “In classes, I feel more motivated when:”

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The participants were questioned about the devices used in the pilot testing sessions. The

majority answered the computer (88,9%) and the video projector (83,3%), followed by only 5,6%

that mentioned specific teaching equipment.

Graphic 17 – Results from question 8 “Which of the following equipments were used in the pilot testing class.”

Then, the trainees were questioned about the procedures used in the pilot testing sessions.

72,2% referred reading, while 61,1% indicated contents exposure and 38,9% the use of ICT and

questions/answers.

These results suggest that the teaching approach seems to be the same used in the traditional

learning, although some of the technological devices have been used for contents’

dissemination.

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Graphic 18 – Results from question 9 “Which of the following procedures were used in the pilot testing class.”

Finally, in question ten, the trainees were asked about the teacher/ trainer’s role during the pilot

testing sessions. Most trainees (83,3%) referred that the teacher/ trainer presented the

contents.

In smaller numbers, 38,9% mentioned that the teacher/ trainer indicated the tasks to be

performed and the trainees performed them with help, while 33,3% revealed the teacher/

trainer indicated the tasks to be performed and the trainees performed them without help, and

in the same percentage referred that the trainees and teacher/ trainer used information and

communication technologies.

These results validate that the learning process is still much centred in the traditional

educational system, in which the teacher/ trainer assumes the leading role of choosing and

conducting the tasks and subjects to be discussed in the classroom.

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Graphic 19 – Results from question 10 “What is the teacher/ trainer’s role in the pilot testing class?”

Main Findings

The questionnaires presented in stage two answered by the trainees revealed the following

main findings:

the majority of the participants attended the vocational course because of the job

opportunities it offered and because they liked that area of training;

most trainees showed their disagreement when questioned if they attended the course

due to their parents’ will, to have no faults or because their friends have also chosen it;

in classes, when the teacher/ trainer used the expositive method, most trainees felt able

to express their opinions;

in classes, when the teacher/ trainer used technologies (ICT), the majority of trainees

felt motivated and more attentive;

most trainees agreed that all teachers/ trainers should use ICT in classes; also, they

agreed that technology helps them to better understand the school subjects;

a large number of participants agreed that they felt more motivated and committed

when they could use ICT in the classroom and they preferred the use of ICT to the

expositive methodology;

similarly, the majority preferred the use of ICT to the expositive methodology and

agreed that ICT eased their concentration in classroom;

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most trainees did not agree that only the teachers/ trainers of technological subjects

should use ICT in classes;

the majority disagreed when questioned if they felt indifferent to classroom activities,

even when the teacher/ trainer used ICT or if the use of ICT distracted them.

all of them disagreed when questioned if they were more insecure when they had to

use ICT in the classroom;

the majority of the trainees felt more motivated in classes when they learnt by doing it,

when they could express their opinions and, also, when the teacher/ trainer gave them

clear instructions about what they had to do;

similarly, the motivation was higher when they could use the computer or the mobile

phone to solve the exercises and when they could use different resources throughout

the class;

when the teacher/ trainer explained the contents and they wrote on the notebook or

the teacher/ trainer gave them one task and they worked it out alone or with a

classmate or even when the teacher/ trainer used different methodologies, the

motivation increased;

most trainees did not feel more motivated when they did not participate or when they

did not have anything to do;

the computer, the video projector and specific teaching equipment were the tools used

in the pilot testing sessions;

reading and contents’ exposure were the procedures preferably used in the pilot testing

sessions;

most trainees considered that the teacher/ trainer’s role in the pilot testing sessions

were to explain the contents.

Conclusions The observed results allowed to conclude that the traditional teaching and learning

methodologies are still deep-rooted in the teacher/ trainer and trainees’ perceptions.

The trainees feel safe when the teacher/ trainer assumes the leadership in the education

process, although it is possible to confirm the interest of a part of the trainees in teaching

methodologies that enhance autonomy, teamwork and the use of information and

communication technologies.

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In fact, it is possible to stress that trainees fell more motivated and secure when they can appeal

to the new technologies in the classroom environment.

The progressive introduction of information and communication technologies in classes, and the

promotion of tasks that encourage the trainees’ autonomy and foment their interest

enhancement, may be the solution to balance the old and the new teaching and learning

techniques.

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Third Stage Results

The questionnaires were answered by trainees of the third year of a VET Tourism course at the

Vocational School of Espinho (ESPE), the same trainees that participated in the second stage.

18 questionnaires were considered for the statistical treatment.

When questioned about their feelings regarding the use of expositive method in the pilot testing

sessions, most trainees indicated they felt more attentive (61,1%), while 44,4% mentioned they

felt motivated, more secure in relation to the contents and more committed.

Graphic 20 – Results from question 1 “In the pilot testing classes, when the teacher/ trainer used the expositive

method I felt:”

When the teacher/ trainer changed the teaching method by introducing technologies (ICT),

there was an increase in trainees’ motivation (72,2%), attention (72,2%) and commitment

(77,8%). Most trainees also indicated they felt more creative (72,2%) and with a desire to learn

more (55,6%).

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Graphic 21 – Results from question 2 “In the pilot testing classes, when the teacher/ trainer used technologies (ICT) I

felt:”

The majority preferred the teaching/pedagogical approach with technological support (72,2%),

while only 11,1% mentioned they preferred the expositive method and 16,7% indicated they

liked both methodologies.

The trainees supported their choices, in general, answering that classes with technologies were

more interesting, dynamic, motivating, entertaining and less tiring. They explained they felt

more motivated, attentive, committed, enthusiastic and creative. Some of them described that

those classes allowed them to give their opinions, make debates and clarify their doubts related

to the subjects. As a whole, those classes were considered as a different way (a positive one) of

learning.

Most trainees agreed that technology contributed to a better understanding of the contents.

The majority also agreed that ICT eased their concentration in classroom. 55,6% agreed they felt

more motivated and committed when they had to use ICT in the classroom and 44,4% agreed

they felt more motivated when they had to use the computer or the mobile phone to solve the

exercises.

In the same way, 61,1% did not feel indifferent to the classroom activities, even when the

teacher/ trainer used ICT, while half of trainees indicated that the use of ICT did not distract

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them. The majority did not feel more insecure when they had to use ICT in the classroom (see

graphic 22).

Graphic 22 – Results from question 4 “Rate your degree of agreement in relation to the following statements:”.

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Question 5 aimed to determine which equipments were used in the sessions with technology

support during the pilot testing. All trainees indicated the use of computers, while 88,9%

mentioned the use of mobile phones and 61,1% the video projector. Only 11,1% answered the

use of the interactive whiteboard.

Graphic 23 – Results from question 5 “Which of the following equipments were used in classes with technologies in

the pilot testing?”

When questioned which methodologies were used in the sessions with technology support

during the pilot testing, most trainees answered research on the internet (94,4%), followed by

practical exercises and use of ICT (88,9%), group work (77,8%), educational games (72,2%),

question/answers (61,1%) and, finally, presentations, contents exposure and collaborative work

among trainees (50,0%).

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Graphic 24 – Results from question 6 “Which of the following methodologies were used in classes with technologies

in the pilot testing?”

In question seven, the trainees were asked about the teacher/ trainer’s role in the sessions with

technologies during the pilot testing. Half of them answered the teacher/ trainer allowed them

to propose the materials or build new ones. 44,4% answered the teacher/ trainer guided them

and they performed the tasks autonomously, and 38,9% answered the teacher/ trainer indicated

the tasks to be performed and they performed them with help. 27,8% answered the teacher/

trainer chose the materials and let them work on the materials freely.

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Graphic 25 – Results from question 7 “What was the teacher/ trainer’s role during classes with technologies in the

pilot testing?”

All the trainees believed technologies should be used with a higher frequency and in more

subjects.

The reasons that supported their choice were diverse. In general, they considered that

technology made the classes more dynamic and inspiring, and their attention to the contents

increased and they felt more focused. Generally, they were more engaged and committed in

classes.

Some of the answers mentioned feelings of satisfaction, confidence and freedom. They referred

that it was a different way of doing things, a more interesting and educational way that allowed

them to achieve better grades, since the subjects became less boring. For them, it was also a

way of keeping track on the technological trends.

Main Findings

The questionnaires presented in stage three answered by the trainees revealed the following

main findings:

the trainees felt more motivated, attentive, committed and secure in relation to the

contents when the teacher/ trainer used the expositive method;

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the trainees felt even more motivated, attentive and committed when the teacher/

trainer used technologies in the classes;

the trainees felt more creative and with a desire to learn more;

most participants preferred the teaching method with ICT’s support;

the majority agreed that technology helped them to better understand the contents and

it eased their concentration in the classroom;

most trainees preferred the use of ICT to the expositive method, since they felt more

motivated and committed when they had to use ICT in the classroom, specially to solve

exercises;

the main technological devices used in the pilot testing classes were the computer, the

video projector and the mobile phone;

research on the internet, practical exercises, use of ICT, group work, educational games,

presentations, contents exposure and collaborative work among trainees were the main

methodologies used in the class with technologies;

the participants mentioned guidance from the teacher/ trainer while they performed

the tasks autonomously and the indication of the tasks to be performed by the teacher/

trainer and execution by the trainees with help as some of the teacher/ trainer’s roles

in the class with ICT;

all trainees believe that technologies should be used with a higher frequency and in

more subjects.

Conclusions From the obtained results, it is predicted that the use of technologies in the classroom will

enhance the trainees’ performance and, therefore, will improve the knowledge acquisition and

the school grades, as it was verified an increase of positive feelings related to learning with

technology.

The youngsters feel that this new way of learning is more framed in society’s trends and with

the world that they live in. The trainees find it more interesting and dynamic and those

reflections led to an enhancement in their motivation and engagement in classes.

Even though the traditional role of the teacher/trainer is still very present in the classrooms,

there is openness and willingness to combine methodologies to bridge the gap between

traditional and up-to-date methodologies.

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Recommendations It is undeniable that the new generation of students are technology prone and the teachers of

the New Age have to keep up with the constant advancements in technology and use it as ally

for the success of education.

It is urgent to train the teachers / trainers to keep the pace with the fast changing world, which

has a strong impact on the way we live and learn.

The knowledge is freely available. It is on the students’ pockets now. The teacher/trainer has to

take advantage of that and find its new position not as knowledge provider, but as knowledge

facilitator.

Teachers/trainers seem to be open to change, but they do not seem to know how to use

technology as an enhancer of knowledge. They tend to use it as a replacement tool. Its potential

is not fully exploited. So, it is very important to create training for the teachers and also to

disseminate the best practices in this field.

The future teachers/trainers at universities should be trained to perform this demanding new

role.

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