Teresa Faria's List: TIC e Educação

• E um bom doc para falar sobre competências e talvez sobre aprendizagem e currículo de ciências - Teresa Faria on 2009-03-30

• Today's youth are different from any generation before them. They are exposed to digital technology in virtually all facets of their day-to-day existence, and it is not difficult to see that this is having a profound impact on their personalities, including their attitudes and approach to learning.
• Two-thirds of kids use a personal computer, usually either at home or school. The vast majority of children use video games. Increasingly, all digital technologies are evolving towards the Net

• TV is controlled by adults. Kids are passive observers. In contrast, children control much of their world on the Net. It is something they do themselves. They are not viewers; they are users and they are active. They do not just observe; they participate. They inquire, discuss, argue, play, shop, critique, investigate, ridicule, fantasize, seek, and inform.  

   This makes the Internet fundamentally different from previous
• Digital kids are learning precisely the social skills that will be required for effective interaction in the digital economy. They are learning about peer relationships, about teamwork, about being critical, about how to have fun online, about friendships across geographies, about standing up for what they think, and about how to effectively communicate their ideas.
• The new media, particularly the Internet, enables centering of the learning experience on the individual rather than on the transmitter. It is important to realize that shifting from teacher-centered to learner-centered education does not suggest the teacher is suddenly playing a less important role. A teacher is equally critical and valued in the learner centered context, and is essential for creating and structuring the learning experience.
• The teacher acts as a resource and consultant to the teams. The teacher also facilitates the learning process, among other things participating as a technical consultant on the new media.
• The teacher is not an instructional transmitter. She is a facilitator to social learning, whereby learners construct their own knowledge.
• such initiatives provide the children themselves with the tools they need to learn and to catalyze the rethinking of education.
• The schools need to become learning organizations themselves. Teachers, administrators, and students need to learn as organizations together.
• The new media has helped create a culture for learning, where the learner enjoys enhanced interactivity and connections with others.
• Needless to say, a whole generation of teachers needs to learn new tools, new approaches, and new skills. This will be a challenge-- not just because of resistance to change by some teachers -- but given the current atmosphere of cutbacks, low teacher morale, lack of time due to the pressures of increased workloads, and reduced retraining budgets.

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• Generally speaking, the learning  potential with ICT remains still unexploited. Even the initiatives with  ICT in educations that are considered to be innovative and potentially  contributing to the development of new ways of learning often turns  out to be quite the opposite
• Research shows that ICT – among other things  - can be used to make the teaching and learning environment more flexible  when changing the borders of time and space. Computer-mediated communication  can be a strong tool for reflexivity, and ICT can be used to put focus  on and support different types of learners.  
• A major factor in the lacking  diffusion of ICT use for enhancing learning possibilities in education,  in Denmark, may be due to the fact that at an international level we  still know very little about the learning possibilities, that new ways  of organising education with ICT as a mediating tool actually give
• Other important factors might be fear of a “technologising”  and de-humanisation of education
• Cultural-historical  theories of learning and development, such as the social learning theory  of situated learning introduced by Etienne Wenger and Jean Lave in 1991  (published in Danish in 2003) introduces a radically different way of  thinking. In their point of view learning happens through and not apart  from the individuals participation in social practice and learning presupposes  “doing” in practice
• Hence we not only learn to participate  in different meaningful activities, we learn through participating.
• learning involves both forms of knowledge that are explicit  and forms of knowledge that are principally tacit as well as rule-based  and non-rule-based skills
• Situated learning theories  have moved focus to learning in situ, which has resulted in a move from  viewing learning as a matter of instruction to viewing learning as a  process of transformation in practice.
• When realising that learning  is something that happens through individual’s participation in and  across social practices it becomes urgent to investigate the relations  between different practises. A basic problem with educational learning  is the connexion between private life, working life and educational  life practices – how is it possible to create connexions between the  students learning experiences in education and the fields of practice  in which they participate outside the institutional contexts of education?  What kind of pedagogical work patterns support these connexions?  
• Computer-Supported collaborative  learning scenarios might provide an answer to this question. The research  field of Computer-Supported Collaborative Learning (CSCL) has emerged  during the early and mid 90’ies of the 20^th century⁶  and represents perspectives from different theoretical approaches -  social constructivism, Russian socio-cultural theories and theories  of situated cognition (Koschmann, 1996) – merging into one research  field putting focus on ICT and learning in social and cultural context.  
• From the CHAT point of view  human activity cannot be understood apart from the tools we use (symbolic  as well as material), and people’s ability to engage in an activity  must be viewed as distributed across individuals and socio-cultural  contexts of activity.
• is that  learning must be viewed as both individual, social and cultural, and  learning happens through the individual’s active participation in  purposeful collaborative activities in and across different socio-cultural  contexts of activity

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