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Centro de Competência Nónio Século XXI
Faculdade de CiênciasUniversidade de Lisboa
Aims, Scope and Activities2003/2004
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Principles
The use of ICT in education should aim the
transformation of teachers’ practices avoiding
the simple reinforcement of the efficiency of
traditional methods or the updating of the
school.
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Domains Number of teachers
Number of schools
Mathematics 37 21
Sciences 16 9
Multimedia Production (blended learning)
Introduction to Multimedia in Education
22 11
Educational Uses of Web Publication (level I and II)
28 + 10 13 + 5
Macromedia Flash MX
20 11
Macromedia Director MX
15 7
Discipline ICT 20 9
Special Needs 9 5
ICT in Kindergarten and Primary 13 8
Resource Centres 11 6
General sessions (ICT in education) 153 10
Specific sessions ICT in specific topics)
34 3
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ICT in pre-service teacher education programmes in
PortugalPreliminary Results of an ongoing study
João Filipe MatosCláudia Rodrigues
Centro NónioFaculdade de Ciências da Universidade de Lisboa
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1. Aim of the study
analysis of the situation in higher education institutions regarding the trainning in ICT of prospective teachers - comparing with results from the 1998 survey
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2. Methodology
- population: all the Portuguese public and private institutions that run pre-service teacher trainning programmes
- survey- questionaires to be filled on-line
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Questionaires:
Part I:- general information about the institution
Part II:- detailed information about the programmes and courses in each institution
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Sample - institutions
Type of institution
Public univ.
Public Polythec
Private univ.
Private Polythec
Total of institutions 22 15 6 14
Samplepart I 20 9 4 13
Samplepart II 17 7 2 13
Table 1
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Type of institution
Public Univ.
Public Pol.
Private Univ.
Private Pol. TOTAL
1998 1427 538 17 806 2788
1999 1779 535 15 1367 3696
2000 2007 505 47 1415 3974
2001 1977 760 75 1251 4063
2002 2057 961 57 1610 4685
2003 2067 930 87 1670 4754
Average (6 years) 1886 705 50 1353 3994
Table 2: Number of students that concluded the pre-service
teacher trainning programmes
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Sample – pre-service programmes
Type of institution
Public univ.
Public Polythe
cPrivate univ.
Private Polythec
K teachers 5 7 0 8
1-4 Teachers (1ºC) 4 19 0 33
5-6 Teachers (2º C) 4 23 0 27
7-9 Teachers (3º C) 33 0 2 0
10-12 (Secondary) 40 0 2 0
Programmes in the sample 49 38 2 45
Total of programmes 108 69 10 66
Table 3
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Sample – pre-service programmes
Type of institution
Public univ.
Public Polythe
cPrivate univ.
Private Polythec
K teachers 5 (3) 7 (4) 0 (0) 8 (3)
1-4 Teachers (1ºC) 4 (6)
19 (30) 0 (0) 33 (16)
5-6 Teachers (2º C) 4 (10)
23 (24) 0 (1) 27 (13)
7-9 Teachers (3º C) 33 (32) 0 (0) 2 (2) 0 ( 1)
10-12 (Secondary) 40 (38) 0 (0) 2 (3) 0 (1)
Total programmes in the sample 49 (49)
38 (34) 2 (3) 45 (20)
Total of existing programmes 108 69 10 66
(data from 1998)
Table 4
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Preliminary results
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Preliminary results
Public University
Public School of Ed
Private Univ and Schools of
Ed
Courses dedicated to ICT
4.4 (2.7)
2.5 (5.7) 3.7 (6.6)
Other courses using ICT and/or reflecting on ICT in Ed
4.9 (4.0)
4.3 (12.4)
5.2 (13.8)
Table 5: Average number of credits of the courses, by pre-service teacher trainning programme
[in ( ) data from 1998]
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Preliminary results
K - 4 5 - 12 Maths and
Science
5 – 12 Humanistic
Other
Courses dedicated to ICT
2.5 (2.8) 3.5 (8.6) 3.3 (2.1)
2.9 (4.8)
Other courses using ICT and/or reflecting on ICT in Ed
6.3 (5.7)
4.2 (19.5) 5.7 (3.8) 6.3 (5.5)
Table 6: Average number of credits of the courses, by pre-service teacher trainning programme according to the type of programme
[in ( ) data from 1998]
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Preliminary results
Table 8: Number of teachers (involved in ICT courses) with background in specific didactics according to the different type of
degree
Public
Universities
Public Schools of
EdPrivate Univ and
Schools of Ed
PhD 52 (36) 12 (4) 10 (5)
Master 21 (19) 30 (32) 69 (20)
Degree (Licenciatura) 4 (16) 14 (23) 29 (12)
Bacharel 2 (0) 0 (4) 1 (0)
Total 79 (71) 56 (63) 109 (37)
[in ( ) data from 1998]
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Preliminary results
Table 9: Number of teachers with background in specific didactics according to the different degrees (by student)
Public
University
Public School of
EdPrivate Univ and
Schools of Ed
PhD .027 (.037) .017 (.009) .007 (.012)
Master .011 (.020) .042 (.076) .049 (.047)
Degree (Licenciatura) .002 (.017) .019 (.054) .020 (.030)
Bacharel .001 (.000) .000 (.009)
.000 (.000)
Teachers by student .041 (.074) .079 (.147) .078 (.086)
[in ( ) data from 1998]
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Preliminary results
Table 11: Number of teachers (involved in ICT courses) with general background in education according to their different
degrees
(by student)
(numbers in red refer to 1998)
Public
University
Public School of
EdPrivate Univ and
Schools of Ed
PhD .012 (.003) .006 (.002) .001 (.019)
Master .005 (.005)
.018 (.014) .004 (.037)
Degree (Licenciatura) .004 (.004) .008 (.009) .037 (.023)
Bacharel .000 (.000) .000 (.000) .000 (.005)
Teachers by student .020 (.012) .032 (.026) .088 (.084)
[in ( ) data from 1998]
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Preliminary results
Table 12: Competence and knowledge in the use of Word Processors
Public
Universities
Public Schools of
EdPrivate Univ. and
Schools of Ed
None 1(2%)
0 0
Weak 0 0 0
Good 36(74%)
25(66%)
35(73%)
Excellent 12(24%)
13(34%)
12(26%)
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Preliminary results
Table 13: Competence and knowledge in the use of Word Processors
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 1 (11)(2%)
(22%)
0 (4) (12%)
0 (3) (13%)
Good or Excellent 48 (26)(98%)
(53%)
38 (27)(100%) (79%)
47 19(100%) (83%)
No reply 0 (12) (25%)
0 (3) (6%)
0 (1) (4%)[in ( ) data from 1998]
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Preliminary results
Table 14: Competence and knowledge in the use of e-mail
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 2 (21)(4%) (43%)
2 (21) (5%) (62%)
0 (19) (83%)
Good or Excellent 46 (12)(94%)
(24%)
36 (6)(95%) (18%)
47 (3)(100%) (13%)
No reply 1 (16)(2%) (33%)
0 (7) (21%)
0 (1) (4%)
[in ( ) data from 1998]
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Preliminary results
Table 16: Competence and knowledge in the use of the internet
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 0 (19) (38%)
2 (21)(5%) (61%)
0 (19) (82%)
Good or Excellent 49 (14)(100%)
(29%)
36 (7)(95%) (21%)
47 (2)(100%) (9%)
No reply 0 (16) (33%)
0 (6) (18%)
0 (2) (9%)
[in ( ) data from 1998]
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Preliminary results
Table 17: Competence and knowledge in the use of data base
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 34 (24)(69%)
(49%)
34 (20)(89%) (59%)
22 (16)(47%) (70%)
Good or Excellent 12 (7)(25%) (14%)
4 (5)(11%) (15%)
25 (4)(53%) (17%)
No reply 3 (18)(6%) (37%)
0 (9) (26%)
0 (3) (13%)
[in ( ) data from 1998]
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Preliminary results
Table 18: Competence and knowledge in the use of applications for presentation (e.g. PowerPoint)
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 2 (22)(4%) (46%)
6 (16)(16%) (47%)
0 (7) (34%)
Good or Excellent 46 (10)(94%) (21%)
32 (11)(84%) (32%)
47 (15)(100%) (65%)
No reply 1 (17)(2%) (33%)
0 (7) (21%)
0 (1) (4%)
[in ( ) data from 1998]
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Preliminary results
Table 19: Competence and knowledge in the use of packages for statistics
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 32 (27)(65%) (55%)
29 (22)(76%) (65%)
42 (16)(89%) (70%)
Good or Excellent 14 (7)(29%) (14%)
9 (6)(24%) (18%)
5 (6)(11%) (29%)
No reply 3 (15)(6%) (31%)
0 (6) (18%)
0 (1) (4%)
[in ( ) data from 1998]
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Preliminary results
Table 20: Competence and knowledge in the use of applications for programming
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 33 (27)(67%) (55%)
35 (25)(92%) (74%)
46 (20)(98%) (87%)
Good or Excellent 13 (8)(27%) (18%)
2 (5)(5%) (15%)
1 (1)(2%) (4%)
No reply 3 (13)(6%) (27%)
1 (4)(3%) (12%)
0 (2) (8%)
[in ( ) data from 1998]
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Preliminary results
Table 21: Competence and knowledge about the use of ICT in
teaching activities
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 4 (13)(8%) (27%)
8 (10)(21%) (29%)
0 (3) (13%)
Good or Excellent 41 (22)(84%) (45%)
30 (19)(79%) (56%)
45 (17)(96%) (74%)
No reply 4 (14)(8%) (29%)
0 (5) (15%)
2 (3)(4%) (13%)
[in ( ) data from 1998]
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Preliminary results
Table 22: Competence and knowledge about the social implications of ICT
Public
UniversitiesPublic Schools
of Ed
Private Univ and Schools of
Ed
None or Weak 14 (16)(30%) (33%)
13 (16)(34%) (47%)
1 (7)(2%) (31%)
Good or Excellent 29 (16)(62%) (33%)
25 (14)(66%) (41%)
46 (15)(98%) (65%)
No reply 4 (17)(8%) (34%)
0 (4) (12%)
0 (1) (4%)
[in ( ) data from 1998]
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Final comments
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Contradictions?
Quite different situations?
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Institutions seem to be
aware of their limitations
counscious of the needs the student-teachers have
optimistic
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Institutions tend to see the type of training they provide to the students as adequate to the needs of future teachers
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half of the institutions are optimistic
“a culture of technological immersion”
…wirelessresource centres
e-learning
ilimited access 24hours a day
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The other half feels they should make a bigger effort
…more computersmore human resources
more sofwaredifferent curricula
more money…
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Weaknesses declared by the insitutions
1. lack of courses and credits in ICT
2. weak integration of ICT in other courses
3. not enough ressources - small number of computers or not enough
access by students
- not enough human ressources
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ICT integrated in the courses?
Institutions who denote satisfaction with existing hardware and software put emphasis on a strong need for integration of ICT in the various courses along the pre-service programmes
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Differences between 1998 and 2004 to be analysed in detail
Full report available by the end of May 2004
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Note: Data reported in these slides are subject to cross-confirmation until the end of May 2004. In order to have the final version please refer to the full report of the study available at DAPP – Ministry of Education, from June 1st 2004.