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Oficina de Formao e Acompanhamento da Implementa- o de TIC em Laboratrio Experimental

Oficina de Formao e Acompanhamento da Implementao de TIC em Laboratrio Experimental

PROJECTO EMA Estmulo Melhoria das Aprendizagens Fundao Calouste Gulbenkian

Agrupamento de Escolas do Redondo

O programa

As regras

As prticasCada formando dever ter um blogue onde colocar todos os produtos que forem solicitados na formao, sejam eles individuais ou coletivos.Este blogue ser o seu portflio pessoal e tem uma funo muito importante para a aprendizagem (e para a avaliao final). Ser particularmente necessrio no tema 9 (ver programa)Haver um blogue de grupo onde sero colocados os materiais de cada sesso (http://redontic.wordpress.com)

Vamos testar os vossos conhecimentos

https://create.kahoot.it/#quiz/131fa294-e24e-4d64-b9fb-c94bcf9b8210

As TIC

o ensinaro aprender

QUE PROFESSOR SOU EU ?

Faam reflexo em grupo: (20 min)

O que fazemos com as TIC nas nossas aulas ?

Coloquem os resultados num dos blogues da formao usem apenas 1 ou 2 ecrs de PPT

https://padlet.com/jlagarto/9memadvv6vdt

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O meu estdio de adopo TIC

TICopitecus

tempoProficinciadigitalTIC omanaco

Que tipo de aprendizagem proporciono ?Behaviourista /comportamentalista?Construtivista? Cognitivista ?Colaborativista ?Conectivista?E os alunos ? Contam?Como?

Para que servem as TIC (1)Para instruir (atitude instrucionista)As TIC ao servio do prof. As TIC como substituto do Professor

Os PPTs

Os videos porque sim

ensino programado

a auto instruo

Para que servem as TIC(2)Para ensinar(atitude educativa)As TIC ao servio do aluno As TIC como apoio aprendizagem(nos diferentes nveis de Gagn)

MotivarInformarAssimilarSintetizar

Vdeos de motivao (ou outro tipo)SimulaesJogosInteracoPatamares ou nveis de aprendizagem Gagn

Para que servem as TIC (3)Para aprender atitude de meta aprendizagemAs TIC ao servio do aluno As TIC como apoio e suporte da aprendizagem

Alunos produzem documentos e aprendemInvestigam, seleccionam, constroem WebquestsApresentaesVideosPaginas web

- O conceito de UGC projecto CONCEDE

Factores chave para a integrao das TIC (adaptado de Venezky, 2002)

Mas como aprender estas coisas das TIC? O que devo saber?

No sei nada de TICOs alunos sabem mais que eu uma vergonhaNunca perceberei aquela coisa do facebookEles teclam a uma velocidade espantosanunca serei capazTm uma linguagem estranha nos telemveisindecifrvelOs conflitos da net generation com os emigrantes digitais ?

Os conflitos da net generation com os emigrantes digitais ?

Tem sentido falar em nativos digitais ?

Haver tribos digitais ??

(novos e velhos)Prensky et al

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O pnico moral* dos professores

*Cohen, S. (1972). Folk devils and moral panics. London: MacGibbon & Kee.

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O que queremos aprender??

Faam reflexo em grupo:

O que gostariam de aprender

Coloquem os resultados no padlet e no blogue da sesso

https://padlet.com/jlagarto/9memadvv6vdt

Calma nada de pnico! Afinal somos professores (1)O que precisamos de saber?Competncias bsicas de TIC word,ExcelPowerpointAceder ao emailNavegar na webO que a web 2.0 e para que servem algumas ferramentasBloguesWikisGoogle worldFrunsIM

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Calma nada de pnico! Afinal somos professores (2)O que precisamos fazer ??Ser inovadores ! E o que inovar????

Partilhar saberes em ComunidadeFazer Net SeguraOusar experimentar

20

Novas competncias

21

Matrizde Integrao daTecnologia

Ouvisitem este site da TIMhttp://fcit.usf.edu/matrix/matrix.php

Future Learning Tools1990: The future is multi-media2000: The future is the Web2010: The future is smart mobile20....: The future is personalisedhof.povray.org

Steve Wheeler, University of Plymouth, 2013

Uma cloud para o professor !

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Entry: The teacher uses technology to deliver curriculum content to students.

Adoption: The teacher directs students in the conventional use of tool-based software. If such software is available, this level is the recommended entry point.

Adaptation: The teacher encourages adaptation of tool-based software by allowing students to select a tool and modify its use to accomplish the task at hand.

Infusion: The teacher creates a learning environment that infuses the power of technology tools throughout the day and across subject areas.

Transformation: The teacher creates a rich learning environment in which students regularly engage in activities that would have been impossible to achieve without technology.

Active: Students are actively engaged in using technology as a tool rather than passively receiving information from the technology.

Students use technology for drill and practice and computer based training.

Students begin to utilize technology tools to create products, for example using a word processor to create a report.

Students have opportunities to select and modify technology tools to accomplish specific purposes, for example using colored cells on a spreadsheet to plan a garden.

Throughout the school day, students are empowered to select appropriate technology tools and actively apply them to the tasks at hand.

Given ongoing access to online resources, students actively select and pursue topics beyond the limitations of even the best school library.

Collaborative: Students use technology tools to collaborate with others rather than working individually at all times.

Students primarily work alone when using technology.

Students have opportunities to utilize collaborative tools, such as email, in conventional ways.

Students have opportunities to select and modify technology tools to facilitate collaborative work.

Throughout the day and across subject areas, students utilize technology tools to facilitate collaborative learning.

Technology enables students to collaborate with peers and experts irrespective of time zone or physical distances.

Constructive: Students use technology tools to build understanding rather than simply receive information.

Technology is used to deliver information to students.

Students begin to utilize constructive tools such as graphic organizers to build upon prior knowledge and construct meaning.

Students have opportunities to select and modify technology tools to assist them in the construction of understanding.

Students utilize technology to make connections and construct understanding across disciplines and throughout the day.

Students use technology to construct, share, and publish knowledge to a worldwide audience.

Authentic: Students use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments.

Students use technology to complete assigned activities that are generally unrelated to real-world problems.

Students have opportunities to apply technology tools to some content-specific activities that are based on real-world problems.

Students have opportunities to select and modify technology tools to solve problems based on real-world issues.

Students select appropriate technology tools to complete authentic tasks across disciplines.

By means of technology tools, students participate in outside-of-school projects and problem-solving activities that have meaning for the students and the community.

Goal Directed: Students use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.

Students receive directions, guidance, and feedback from technology, rather than using technology tools to set goals, plan activities, monitor progress, or self-evaluate.

From time to time, students have the opportunity to use technology to either plan, monitor, or evaluate an activity.

Students have opportunities to select and modify the use of technology tools to facilitate goal-setting, planning, monitoring, and evaluating specific activities.

Students use technology tools to set goals, plan activities, monitor progress, and evaluate results throughout the curriculum.

Students engage in ongoing metacognative activities at a level that would be unattainable without the support of technology tools.

Levels of Technology Integration into the Curriculum

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Technology Integration Matrix