ESEV - DPCE - Artigo em ata de evento científico internacional
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- Children and technology: preoccupations, practices and participation in Early Childhood EducationPublication . Pacheco Figueiredo, Maria; Alves, ValterChildren live in a complex world where technology plays different roles and influences several spheres of their existence. Research about the presence and educational impact of technology in childhood reveals several challenges. A particular challenge is connected to the need for a high-quality pedagogy regarding technology in Early Childhood Education. This paper contributes to that discussion from a Portuguese perspective. The pedagogical and curricular framework for Early Childhood Education in Portugal supports a significant use of technology in the daily practice and in children’s play. In this context, the paper explores three main axes to understand a high-quality pedagogy for using technology with children in educational contexts: technology presented as a tool with socially authentic practices; technology as supporting multiple languages that are relevant for children to understand the world around them; and technology as an arena for children’s participation. Each axis is supported by the analysis of specific projects developed locally at the School of Education. The projects were selected for highlighting tenets of each axis. Each axis is also connected to the three content areas of the Portuguese Curricular Guidelines and to dimensions of a sociocultural pedagogy for Early Childhood Education.
- Objetos, sítios e memórias de 40 anos do Politécnico de Viseu: processos e aprendizagens de uma exposição virtualPublication . Alves, Valter; Basílio, Lília; Figueiredo, Maria PachecoPara a comemoração de 40 anos de existência, o Instituto Politécnico de Viseu, em colaboração com o Museu da História da Cidade, concebeu uma exposição virtual, que se queria materializada numa coletânea de vídeos com testemunhos em torno de objetos e sítios, que permitiria a salvaguarda e partilha de memórias e experiências. O património pedagógico e científico das instituições, sendo produto e objeto da ação de ensino e de investigação, integra de forma significativa a missão do ensino superior (Lourenço & Dias, 2017). A exposição foi desenvolvida em colaboração com estudantes de diferentes cursos para celebrar o património material e imaterial que substancia a vida da instituição, mas que corre riscos de perda, frequentemente irreversível, dada a perecibilidade dos testemunhos, suportes, artefactos e documentos que o suportam. O artigo reporta a pesquisa que antecedeu os registos, participada por vários atores da instituição e em que se confirmou a tendência registada por Simpson (2014) de um interesse generalizado pela história e património das instituições de ensino superior. Na seleção dos objetos e testemunhos, foi assumida a perspetiva de Lawn e Grosvenor (2005) sobre a cultura material escolar: a dimensão material do artefacto, que orienta para as práticas educativas, e a sua relação com a cultura do trabalho, contribuindo para a compreensão do habitus do ofício docente e das culturas de escola. Esta opção concretizou-se nos critérios (pedagógico, organizacional e pessoal) de seleção dos objetos e testemunhos, assim como na diversidade de contadores de histórias e de perspetivas.
- Play, Algorithmic Thinking and Early Childhood Education: Challenges in the Portuguese ContextPublication . Figueiredo, Maria Pacheco; Gomes, Cristina Azevedo; Amante, Susana; Gomes, Helena Margarida dos Santos Vasconcelos; Alves, Valter; Duarte; Rego, BelmiroALGOLITTLE is an EU-funded project, with partners from Portugal, Italy, Turkey, and Slovenia, supporting the integration of algorithmic thinking skills into preschool education for preparing future code literates from an early age. The paper presents the project and frames it in Portuguese Early Childhood Education. First, in terms of curricular areas and pedagogical approach, through a content analysis of the Portuguese Curricular Guidelines for Preschool Education. Second, by analyzing initiatives and projects that are connected to algorithmic thinking in Early Childhood Education in Portugal. Third, by presenting challenges that emerged from a set of discussions with several participants, highlighting the complexity and timeliness of the project.
- Project-based learning in Design and Multimedia in Higher Education: An interactive timeline developed in collaborationPublication . Figueiredo, Maria Pacheco; Alves, Valter; Lourenço, Carolina; Alves, Vitória; Bernardo, Marco; Carapito, NunoIn recent years, institutions of higher education have been trying to provide students with both hard skills, namely cognitive knowledge and professional skills (Vogler et al., 2018), and soft skills, such as problem-solving and teamwork (Casner-Lotto & Barrington, 2006). An important contribution to these is providing students with opportunities to participate in real problem-solving and knowledge construction in authentic professional contexts. One way to achieve this approach is through project-based learning (PjBL). The paper will present an instance of project-based learning in a specific degree – Technologies of Design and Multimedia (TDM). The project was connected to the celebration of the 40th anniversary of the Polytechnic Institute of Viseu. The challenge was to develop an interactive timeline that would represent the history of the institution in the cities of Viseu and Lamego. The process of integrating that challenge in the program was managed in one of the courses titled “Interactive Contents” as Project-Based Learning since it was a learning process in which students were engaged in working on an authentic project and the development of a product (Chen & Yang, 2019). The students developed their proposals in close communication with the clients and with several rounds of feedback and development. This paper reports on that process looking into records and artifacts produced by students, teachers, and clients throughout the semester. Semi-structured interviews with the participants (teaching staff, students, and clients) complement the data. The content analysis is guided by the objective of describing a process of project-based learning in the area of Design and Multimedia including the voices of several participants. The results were analyzed considering Krajcik and Shin’s (2014) six hallmarks of Project-Based Learning: a driving question, the focus on learning goals, participation in educational activities, collaboration among students, the use of scaffolding technologies, and the creation of tangible artifacts. The creation of artifacts that solve authentic problems distinguishes Project-Based Learning from other student-centered pedagogies and requires learners to work together to find solutions to authentic problems in the process of knowledge integration, application, and construction (Helle, Tynjälä, & Olkinuora, 2006). The specificity of this feature in the area of Design and Multimedia will also be addressed.