| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 403.62 KB | Adobe PDF |
Orientador(es)
Resumo(s)
O projeto PLE (Promover a Leitura e a Escrita), no âmbito do Plano Integrado e Inovador de Combate ao Insucesso Escolar, abrangeu onze agrupamentos de escolas da Comunidade Intermunicipal das Terras de Trás-os-Montes (CIM-TTM), nos anos letivos de 2018/2019, 2019/2020 e 2020/2021, envolvendo mais de 175 educadores ou professores e 5893 crianças, das quais 712 eram alunos do pré-escolar, 1638 eram alunos do 1o ano do 1.o ciclo do ensino básico, 1793 eram alunos do 2o ano do 1.o ciclo do ensino básico, 1140 eram alunos do 3o ano do 1.o ciclo do ensino básico e 610 eram alunos do 4o ano do 1.o ciclo do ensino básico. Este projeto teve como principais finalidades a capacitação de educadores e professores destes agrupamentos e o incremento do sucesso escolar para promover a melhoria das práticas de ensino e de aprendizagem da leitura e da escrita. Portanto, o
cada um dos agrupamentos planeadas oito sessões. Metade das sessões realizaram-se em formato presencial, em cada um dos agrupamentos. Todavia, a pandemia de COVID-19 impôs o recurso a formas alternativas de formação, nomeadamente a um webinar e às restantes sessões de capacitação por videoconferência Colibri Zoom. Apesar de ter sido projetado para ser totalmente presencial, este projeto acabou por decorrer nesse formato durante cerca de um ano e meio, e cerca de outro ano e meio em formato online. Por conseguinte, o presente relato de projeto pretende descrever o projeto e focar os principais resultados, nomeadamente ao nível das tecnologias digitais recomendadas no âmbito da formação a distância, com especial destaque para as tecnologias web 2.0 recomendadas: (i) sítios web ou apps para criação de contos ou histórias interativas (Book creator, Storyjumper ou Storybird); (ii) ambientes integrados de e-learning ou plataformas de aprendizagem (Edmodo, Google Classroom Microsoft Teams ou Moodle); (iii) plataformas para o desenvolvimento de atividades colaborativas (GoClass, Nearpod, Piazza ou Trello); (iv) plataformas online para criação de atividades pedagógicas adequadas ao desenvolvimento e avaliação de competências de leitura e escrita (Kahoot, Quizlet, Quizizz ou Socrative); e v) tecnologias online para transformar um vídeo num conteúdo interativo (EdPuzzle, Eko, VideoAnt ou Vizia), não menosprezando a importância das plataformas para criar murais colaborativos (Google jamboard, Lino ou Padlet), das webquests (phpwebquest ou zunal) ou dos guiões de exploração pedagógico-didática de plataformas educativas e de páginas web de bibliotecas, museus e outros locais do saber ou de interesse didático. Em jeito de conclusão, podemos afirmar que o uso dessas tecnologias digitais deve ser devidamente integrado com as metodologias pedagógicas, as tipologias de conteúdos e as estratégias de motivação mais adequadas para melhor estimular as competências de leitura e escrita. Podemos ainda referir que a relação com as tecnologias digitais para suportar processos de aprendizagem da leitura e da escrita tem vindo a modificar-se. Identificando as poucas vantagens que uma pandemia pode provocar, podemos afirmar que esta contrariedade foi um gatilho importante para
acelerar este processo.
Palavras-Chave: formação à distância, leitura digital, escrita digital, tecnologias digitais.
Abstract
objetivos do PLE assentaram no desenvolvimento de competências profissionais que
permitam uma prática mais eficaz, por parte dos profissionais de
ieTIC2022: Livro de Resumos (versão final)
ISBN: 978-972-745-294-1
envolvidos. Para tal, em 2018, foram
152
s grandes
VIII Conferência Ibérica de Inovação na Educação com TIC: ieTIC2022
The PLE project (Promote Reading and Writing), in the scope of the Integrated and Innovative Plan to Combat School Insuccess, encompasses eleven groups of schools of the Intermunicipal Community of the Lands of Trás-os-Montes or Comunidade Intermunicipal das Terras de Trás-os-Montes (CIM-TTM), in the years of 2018/2019, 2019/2020 and 2020/2021, involving more than 175 educators or teachers and 5893 children, of which 712 were pre-school students, 1638 were 1st year students of the 1st cycle of basic education, 1793 were students of the 2nd year of the 1st cycle of basic education, 1140 were students of the 3rd year of the 1st cycle of basic education and 610 were students of the 4th year of the 1st cycle of basic education. This project has as its main purposes, the training of educators and teachers of these groups and the increase of school success to promote better teaching practices and learning of reading and writing. Therefore, the main objectives of PLE are to establish the development of professional skills that allow a more effective practice, by the professionals from each group of schools involved. For such, in 2018, were planned eight sessions. Half of the sessions took place in a face-to-face format, in each of the group of schools. However, the COVID-19 pandemic imposed the use of alternative forms of training, namely a webinar and the remaining training sessions with Colibri Zoom videoconference. Despite having been designed to be entirely face-to-face, this project ended up taking place in that format for about a year and a half, and about another year and a half in an online format. Therefore, this project report intends to describe the project and focus on the main results, namely in terms of the digital technologies recommended in the scope of distance training, with special emphasis on the recommended web 2.0 technologies: (i) websites or apps for creation of interactive stories (Book creator, Storyjumper or Storybird); (ii) integrated e-learning environments or learning platforms (Edmodo, Google Classroom Microsoft Teams or Moodle); (iii) platforms for the development of collaborative activities (GoClass, Nearpod, Piazza or Trello); (iv) online platforms to create pedagogical activities suitable for the development and assessment of reading and writing skills (Kahoot, Quizlet, Quizizz or Socrative); and v) online technologies to transform a video into interactive content (EdPuzzle, Eko, VideoAnt or Vizia), not forgetting the importance of platforms for creating collaborative murals (Google jamboard, Lino or Padlet), webquests (phpwebquest or zunal) or scripts pedagogical-didactic exploration of educational platforms and web pages of libraries, museums and other places of knowledge or didactic interest. In conclusion, we can say that the use of these digital technologies must be properly integrated with pedagogical methodologies, content typologies and the most appropriate motivation strategies to better stimulate reading and writing skills. We can also mention that the relationship with digital technologies to support reading and writing learning processes has been changing. Identifying the few advantages that a pandemic can bring; we can say that this setback was an important trigger to accelerate this process.
The PLE project (Promote Reading and Writing), in the scope of the Integrated and Innovative Plan to Combat School Insuccess, encompasses eleven groups of schools of the Intermunicipal Community of the Lands of Trás-os-Montes or Comunidade Intermunicipal das Terras de Trás-os-Montes (CIM-TTM), in the years of 2018/2019, 2019/2020 and 2020/2021, involving more than 175 educators or teachers and 5893 children, of which 712 were pre-school students, 1638 were 1st year students of the 1st cycle of basic education, 1793 were students of the 2nd year of the 1st cycle of basic education, 1140 were students of the 3rd year of the 1st cycle of basic education and 610 were students of the 4th year of the 1st cycle of basic education. This project has as its main purposes, the training of educators and teachers of these groups and the increase of school success to promote better teaching practices and learning of reading and writing. Therefore, the main objectives of PLE are to establish the development of professional skills that allow a more effective practice, by the professionals from each group of schools involved. For such, in 2018, were planned eight sessions. Half of the sessions took place in a face-to-face format, in each of the group of schools. However, the COVID-19 pandemic imposed the use of alternative forms of training, namely a webinar and the remaining training sessions with Colibri Zoom videoconference. Despite having been designed to be entirely face-to-face, this project ended up taking place in that format for about a year and a half, and about another year and a half in an online format. Therefore, this project report intends to describe the project and focus on the main results, namely in terms of the digital technologies recommended in the scope of distance training, with special emphasis on the recommended web 2.0 technologies: (i) websites or apps for creation of interactive stories (Book creator, Storyjumper or Storybird); (ii) integrated e-learning environments or learning platforms (Edmodo, Google Classroom Microsoft Teams or Moodle); (iii) platforms for the development of collaborative activities (GoClass, Nearpod, Piazza or Trello); (iv) online platforms to create pedagogical activities suitable for the development and assessment of reading and writing skills (Kahoot, Quizlet, Quizizz or Socrative); and v) online technologies to transform a video into interactive content (EdPuzzle, Eko, VideoAnt or Vizia), not forgetting the importance of platforms for creating collaborative murals (Google jamboard, Lino or Padlet), webquests (phpwebquest or zunal) or scripts pedagogical-didactic exploration of educational platforms and web pages of libraries, museums and other places of knowledge or didactic interest. In conclusion, we can say that the use of these digital technologies must be properly integrated with pedagogical methodologies, content typologies and the most appropriate motivation strategies to better stimulate reading and writing skills. We can also mention that the relationship with digital technologies to support reading and writing learning processes has been changing. Identifying the few advantages that a pandemic can bring; we can say that this setback was an important trigger to accelerate this process.
The PLE project (Promote Reading and Writing), in the scope of the Integrated and Innovative Plan to Combat School Insuccess, encompasses eleven groups of schools of the Intermunicipal Community of the Lands of Trás-os-Montes or Comunidade Intermunicipal das Terras de Trás-os-Montes (CIM-TTM), in the years of 2018/2019, 2019/2020 and 2020/2021, involving more than 175 educators or teachers and 5893 children, of which 712 were pre-school students, 1638 were 1st year students of the 1st cycle of basic education, 1793 were students of the 2nd year of the 1st cycle of basic education, 1140 were students of the 3rd year of the 1st cycle of basic education and 610 were students of the 4th year of the 1st cycle of basic education. This project has as its main purposes, the training of educators and teachers of these groups and the increase of school success to promote better teaching practices and learning of reading and writing. Therefore, the main objectives of PLE are to establish the development of professional skills that allow a more effective practice, by the professionals from each group of schools involved. For such, in 2018, were planned eight sessions. Half of the sessions took place in a face-to-face format, in each of the group of schools. However, the COVID-19 pandemic imposed the use of alternative forms of training, namely a webinar and the remaining training sessions with Colibri Zoom videoconference. Despite having been designed to be entirely face-to-face, this project ended up taking place in that format for about a year and a half, and about another year and a half in an online format. Therefore, this project report intends to describe the project and focus on the main results, namely in terms of the digital technologies recommended in the scope of distance training, with special emphasis on the recommended web 2.0 technologies: (i) websites or apps for creation of interactive stories (Book creator, Storyjumper or Storybird); (ii) integrated e-learning environments or learning platforms (Edmodo, Google Classroom Microsoft Teams or Moodle); (iii) platforms for the development of collaborative activities (GoClass, Nearpod, Piazza or Trello); (iv) online platforms to create pedagogical activities suitable for the development and assessment of reading and writing skills (Kahoot, Quizlet, Quizizz or Socrative); and v) online technologies to transform a video into interactive content (EdPuzzle, Eko, VideoAnt or Vizia), not forgetting the importance of platforms for creating collaborative murals (Google jamboard, Lino or Padlet), webquests (phpwebquest or zunal) or scripts pedagogical-didactic exploration of educational platforms and web pages of libraries, museums and other places of knowledge or didactic interest. In conclusion, we can say that the use of these digital technologies must be properly integrated with pedagogical methodologies, content typologies and the most appropriate motivation strategies to better stimulate reading and writing skills. We can also mention that the relationship with digital technologies to support reading and writing learning processes has been changing. Identifying the few advantages that a pandemic can bring; we can say that this setback was an important trigger to accelerate this process.
Descrição
Palavras-chave
Formação à distância Leitura digital Escrita digital Tecnologias digitais Research Subject Categories::TECHNOLOGY::Information technology
Contexto Educativo
Citação
Teixeira, Carlos; Vaz, Paula Marisa Fortunato; Gonçalves, Vitor (2022). As tecnologias digitais para promover a leitura e escrita. In Vitor Gonçalves; Ana García-Valcárcel; José António Moreira; Pilar Gutiez Cuevas; Maria Raquel Patrício (Eds.) VIII Conferência Ibérica de Inovação na Educação com TIC: ieTIC2022: livro de resumos. Bragança
Editora
Instituto Politécnico de Bragança