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EDULABS – THE AGIRE PROJECT: OBJECTIVES, MONITORING AND EXPECTATIONS

Year 2015, Volume: 2 , 198 - 209, 01.09.2015

Abstract

The AGIRE project is a partnership between
the University of Aveiro, a consortium comprising 26 companies related to
teaching and learning, and one School Grouping, with the financial support of
QREN. The project is embedded into the Edulab concept (school laboratories with
technological equipments, as tablets, laptops, whiteboards, and educational
materials such as eBooks and learning platforms) to promote the adoption of
innovative teaching practices.

 





The project stems from identified contextual
needs and aims to monitor the project implementation within an interventional
perspective, concerning educational innovation with the use of digital
technologies. The goal is to promote teachers’ and students’ digital literacy,
by developing Teacher Training Courses (TTC) and taking advantage from the
school technology environment on a pedagogical level. After attending a
short-term (15 hours) technological TTC, a 64-hour TTC involving 13 teachers of
Basic Education during the current school year is being conducted. The TTC, developed
in a blended learning environment, follows the flipped classroom methodology
comprising autonomous tasks for consulting multimedia resources at a distance
and face-to-face sessions for discussion, reflection and collaborative work.
This fits into a design-based methodology (Parker, 2011), allowing the analysis
of the intervention outcomes and it’s successively refinement towards a
solution, following the phases: i) Analyze the problem; ii) Design and develop
potential solutions; iii) Implement and evaluate; and iv) Reflect and report. A
set of data collection instruments developed under this project allowed its
monitoring, as well as the redefinition of the TTC and its previewed
activities. For example, the questionnaire on the trainee teachers’ digital
literacy, the grid to monitor the strategies implemented in classrooms, as well
as the autonomous work tasks allowed each teacher to position its practice at
the level of technology integration and to raise his/her expectations towards
the educational technologies.

References

  • Baker, J. W. (2000). The ‘classroom flip’: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States, April 12-15. Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report. A review of studies of ICT impact on schools in Europe. Retrieved at May 18, 2015 from http://colccti.colfinder.org/sites/default/files/ict_impact_report_0.pdf Carlos, V., Pombo, L., & Loureiro, M. J. (2014). Desenvolvimento profissional docente e comunidades online. Conceção de uma Oficina de Formação no Edulab do AEGN (projeto AGIRE). In G. L. Miranda, M. E. Monteiro, P. Brás (Orgs). Aprendizagem Online, Proceedings of the III International Congress of ICT in Education (TICEduca2014), (pp.734-741), Lisbon, 14 -16 November. Instituto de Educação da Universidade de Lisboa (ISBN: 978-989-8753-07-6) http://ticeduca2014.ie.ul.pt Cooper, N., Lockyer, L., & Brown, I. (2013). Developing multiliteracies in a technology-mediated environment, Educational Media International, 50(2), 93-107. Costa, A. L., & Garmston, R.J. (2015). Check Your Gauges: Calibrating Conversations Assist Teachers in Fine-Tuning Instruction. Journal of Staff Development, 36(1), 44-47. Cox, M., Webb, M., Abbott, C. Blakeley, B., Beauchamp, T. & Rhodes, V. (2004) ICT and pedagogy: A review of the research literature. A report to the DfES, BECTA. Retrieved at March 18, 2015 from http://www.becta.org.uk/research. e-xample (20149. Edulabs Desenvolvimento de Escolas para o futuro em Portugal. Retrieved at May 20, 2015 from http://www.e-xample.com/ Horta, M. J. (2013). A formação de professores como percurso para o uso das TIC em actividades práticas pelos alunos na sala de aula. Instituto de Educação. Lisboa, Universidade de Lisboa. PhD thesis Retrieved at March 18, 2015 http://hdl.handle.net/10451/8007 Jonassen, D. (2007). Computadores, Ferramentas Cognitivas. Porto: Porto Editora. Lage, M. J., Platt, G. J. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. Parker, J. (2011). A design-based research approach for creating effective online higher education courses, In 26th Annual Research Forum: Educational Possibilities (Western Australian Institute for Educational Research Inc), University of Notre Dame, Fremantle. Prensky, M. (2005). Shaping Tech for the Classroom: 21st-century schools need 21st-century technology. Edutopia. Retrieved at May 20, 2015 from http://www.edutopia.org/adopt-and-adapt Silva, P., & Diogo, A. M. (2011). Usos do computador Magalhães entre a escola e a família: sobre a apropriação de uma política educativa em duas comunidades escolares. Ciências da Educação, 12, 9-48. Sipila, K. (2010). The Impact of Laptop Provision on Teacher Attitudes towards ICT. Technology, Pedagogy and Education, 19(1), 3-16. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. Yelland, N. (2006). Changing worlds and new curricula in the knowledge era. Educational Media International, 43(2), 121-131.
Year 2015, Volume: 2 , 198 - 209, 01.09.2015

Abstract

References

  • Baker, J. W. (2000). The ‘classroom flip’: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, Florida, United States, April 12-15. Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report. A review of studies of ICT impact on schools in Europe. Retrieved at May 18, 2015 from http://colccti.colfinder.org/sites/default/files/ict_impact_report_0.pdf Carlos, V., Pombo, L., & Loureiro, M. J. (2014). Desenvolvimento profissional docente e comunidades online. Conceção de uma Oficina de Formação no Edulab do AEGN (projeto AGIRE). In G. L. Miranda, M. E. Monteiro, P. Brás (Orgs). Aprendizagem Online, Proceedings of the III International Congress of ICT in Education (TICEduca2014), (pp.734-741), Lisbon, 14 -16 November. Instituto de Educação da Universidade de Lisboa (ISBN: 978-989-8753-07-6) http://ticeduca2014.ie.ul.pt Cooper, N., Lockyer, L., & Brown, I. (2013). Developing multiliteracies in a technology-mediated environment, Educational Media International, 50(2), 93-107. Costa, A. L., & Garmston, R.J. (2015). Check Your Gauges: Calibrating Conversations Assist Teachers in Fine-Tuning Instruction. Journal of Staff Development, 36(1), 44-47. Cox, M., Webb, M., Abbott, C. Blakeley, B., Beauchamp, T. & Rhodes, V. (2004) ICT and pedagogy: A review of the research literature. A report to the DfES, BECTA. Retrieved at March 18, 2015 from http://www.becta.org.uk/research. e-xample (20149. Edulabs Desenvolvimento de Escolas para o futuro em Portugal. Retrieved at May 20, 2015 from http://www.e-xample.com/ Horta, M. J. (2013). A formação de professores como percurso para o uso das TIC em actividades práticas pelos alunos na sala de aula. Instituto de Educação. Lisboa, Universidade de Lisboa. PhD thesis Retrieved at March 18, 2015 http://hdl.handle.net/10451/8007 Jonassen, D. (2007). Computadores, Ferramentas Cognitivas. Porto: Porto Editora. Lage, M. J., Platt, G. J. & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. Parker, J. (2011). A design-based research approach for creating effective online higher education courses, In 26th Annual Research Forum: Educational Possibilities (Western Australian Institute for Educational Research Inc), University of Notre Dame, Fremantle. Prensky, M. (2005). Shaping Tech for the Classroom: 21st-century schools need 21st-century technology. Edutopia. Retrieved at May 20, 2015 from http://www.edutopia.org/adopt-and-adapt Silva, P., & Diogo, A. M. (2011). Usos do computador Magalhães entre a escola e a família: sobre a apropriação de uma política educativa em duas comunidades escolares. Ciências da Educação, 12, 9-48. Sipila, K. (2010). The Impact of Laptop Provision on Teacher Attitudes towards ICT. Technology, Pedagogy and Education, 19(1), 3-16. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193. Yelland, N. (2006). Changing worlds and new curricula in the knowledge era. Educational Media International, 43(2), 121-131.
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Details

Journal Section Articles
Authors

Lúcia Pombo This is me

Vânia Carlos This is me

Maria João Loureıro This is me

Publication Date September 1, 2015
Published in Issue Year 2015 Volume: 2

Cite

APA Pombo, L., Carlos, V., & Loureıro, M. J. (2015). EDULABS – THE AGIRE PROJECT: OBJECTIVES, MONITORING AND EXPECTATIONS. The Eurasia Proceedings of Educational and Social Sciences, 2, 198-209.