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.

Abstract

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.
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Schools technology over time


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As boas práticas de ensino da escrita

finalmente em livro

portada

 

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

Abstract

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#

Evaluating Web Resources

This is a multidisciplinary guide on evaluating research sources, especially resources found on the World Wide Web.

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Currency: the timeliness of the information

  • When was the information published or posted?
  • Has the information been revised or updated?
  • Is the information current or out-of date for your topic?
  • Are the links functional?

Relevance: the importance of the information for your needs

  • Does the information relate to your topic or answer your question?
  • Who is the intended audience?
  • Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
  • Have you looked at a variety of sources before determining this is one you will use?
  • Would you be comfortable using this source for a research paper?

Authority: the source of the information

  • Who is the author/publisher/source/sponsor?
  • Are the author’s credentials or organizational affiliations given?
  • What are the author’s credentials or organizational affiliations given?
  • What are the author’s qualifications to write on the topic?
  • Is there contact information, such as a publisher or e-mail address?
  • Does the URL reveal anything about the author or source?
         examples: .com (commercial), .edu (educational), .gov (U.S. government),
                   .org (nonprofit organization), or .net (network)

Accuracy: the reliability, truthfulness, and correctness of the content, and

  • Where does the information come from?
  • Is the information supported by evidence?
  • Has the information been reviewed or refereed?
  • Can you verify any of the information in another source or from personal knowledge?
  • Does the language or tone seem biased and free of emotion?
  • Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists

  • What is the purpose of the information? to inform? teach? sell? entertain? persuade?
  • Do the authors/sponsors make their intentions or purpose clear?
  • Is the information fact? opinion? propaganda?
  • Does the point of view appear objective and impartial?
  • Are there political, ideological, cultural, religious, institutional, or personal biases?

By scoring each category on a scale from 1 to 10 (1 = worst, 10=best possible) you can give each site a grade on a 50 point scale for how high-quality it is!

45 – 50 Excellent | 40 – 44 Good | 35 – 39 Average | 30 – 34 Borderline Acceptable | Below 30 – Unacceptable

Note: the CRAAP test was developed by librarians at CSU Chico. See link on left.

 source: http://libguides.library.ncat.edu/content.php?pid=53820&sid=394505

Schools technology over time

Then Versus Now: an overview on how technology in schools has changed over time.
See the full infographic at http://bit.ly/161pZXy
Then Versus Now: How Technology in Schools Has Changed Over Time
Image compliments of Master of Arts in Teaching Degrees

New educational paradigms needed…

… industrial revolution ended some years ago. We are now facing a big changing from students’ attitudes regarding learning and education in general.

Please, see this video. Listen it well and you will understand.

 

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