Will education in the mother tongue contribute to the increase of digital literacies?

Novo artigo publicado no qual se cruzam e analisam dados resultantes de uma pesquisa que desenvolvi.


We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers’ practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication technologies (ICT), Portuguese mother tongue syllabi, and teachers’ practices with ICT. It also points out some causes of the lack of aims for the increase of digital literacy in mother tongue education.

Teachers favourite Ipad Apps

Here is a handy visual that Educational Technology and Mobile learning created based on iTunes collection ‘Teachers’ Favourites’. They say that you will in it « find a number of key iPad apps popular among teachers and educators.  The apps are arranged into four main categories: apps for communicating with students and parents, apps for creating quizzes and tests, apps for fostering students creativity, and apps for planning lessons.  Two apps that are not in iTunes original collection and which we added to second category are Google Classroom and Edmodo. »

You can download for free in PDF format from here.


Link for the article: http://www.educatorstechnology.com/2017/04/teachers-favourite-ipad-apps.html

Schools technology over time

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Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux

Parution de mon article « Réflexions autour des instructions officielles pour l’enseignement du Français au Portugal : l’état des lieux » qui a comme objet de réflexion les instructions officielles actuelles pour l’enseignement du Français (comme langue étrangère) au Portugal du 3ème cycle de l’enseignement basique (l’équivalent au collège français). En effet, depuis sa sortie en 1993, il n’a souffert aucune reformulation/substitution comme pour d’autres disciplines du collège, notamment de langues. Nous nous fixons donc comme objectif de réfléchir sur cette situation qui nous semble fortement contradictoire.

Vous pouvez le lire en ligne dans le numéro thématique annuel de Carnets : «Du Français en cause aux causes du Français», organisé par Ana Clara Santos, Catherine Simonot et Maria de Jesus Cabral.

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et tout prochainement sur carnets.revues.org 
Bonne lecture !!

5 eLearning Course Components Infographic

The eLearning Course Components Infographic
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1. Diagnostic Evaluation
Include a diagnostic evaluation at the beginning of the course. This will enable the learner to recognize or blend in prior knowledge they have about the main topic. You may present the evaluation as a test or by including a problem-based situation along with some questions.

2. Learning Objectives
The learning objectives are the WHAT and WHY of the eLearning course; are the compass that directs the learning process. Once these are defined, you can plan for the contents, strategies and the evaluation forms. In other words, determining learning objectives will help you determine what to include (or exclude) in a course.

3. Teaching and Learning Strategies.
If the objectives are the why and what of a course, the teaching-learning strategies define HOW we are going to deliver these objectives.

  • Activation Strategies
    It takes time to prepare students for a new set of information. Therefore, it is important to start each section by activating prior knowledge. Allow learners to connect previous experiences with that they’re currently learning.
  • Demonstration Strategies
    So many eLearning courses are “tell tell tell”, and don’t really show learners what to do. For effective instruction, don’t just tell learners how to do it, prove them how it’s done. Illustrate the information to learn in a clear and simple way, and organized to facilitate understanding. Scenarios, system simulations and role playing scenarios are forms of discovery activities that help tangibly illustrate to students the information.
  • Application Strategies
    Demonstration and application works hand in hand. Show students how to apply new information is a good start. But you have to allow them to apply it on their own. Let them practice and learn from their mistakes.
  • Recap Strategies
    Finally, it is important to display the most relevant aspects of the topic just seen. Using summaries and knowledge checks are common recapitulation strategies, although schemes, concept maps and infographics can also be used.

4. Formative Evaluation
Formative evaluations will allow learners to review what is being learned and receive feedback about their progress. Feedback is crucial in motivating learners and ensuring the efficiency of their learning process. When provided with feedback, learners usually try to correct mistakes and eliminate errors accordingly.

5. Summative Evaluation
Include a Summative Evaluation at the end of the course to quantitatively and qualitatively verify compliance with the learning objectives.

Source: SHIFT

As boas práticas de ensino da escrita

finalmente em livro



Esta obra procura sintetizar a investigação na área da escrita e do desenvolvimento dessa competência nos estudantes, bem como ilustrar a sua inclusão nas orientações oficiais através da análise dos programas de Francês. Por fim, descreve-se um modelo de prática eficiente de ensino da escrita. Assim sendo, este livro torna-se útil para professores dos vários níveis de ensino que queiram desenvolver as competências de escrita nos seus estudantes de forma eficiente e fundamentada.

Mais informações em: http://www.bubok.pt/livros/7632/AS-BOAS-PRATICAS-DE-ENSINO-DA-ESCRITA

Web-based language class activities


Over the past two decades, a growing number of educational researchers have studied the benefits of using information and communication technologies (ICT). Research on Computer-Assisted Language Learning, mostly foreign language learning, shows that the use of ICT is beneficial to the development of learners’ competences. This paper presents the preliminary results of an ongoing research on this topic. Building on a brief review of the literature and the analysis of lesson plans of Portuguese language teachers, this study argues that ICT are mainly used to support traditional methodological approaches, contrasting with the learner-centred ones encouraged by recent research on the topic.

Full paper at: http://www.sciencedirect.com/science/article/pii/S1877042813010537#

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