Maria Silva
I am an English teacher at Agrupamento de Escolas de Sátão, a small town in the north of Portugal. I am also a teacher trainer (Edufor Training Centre), a researcher affiliated to the CECC - Research Centre for Communication and Culture, Universidade Católica Portuguesa and a Certified Microsoft Innovative Educator. My main concern as a foreign language teacher is to create the right learning environment and involve my students in projects that have a meaningful impact on communities locally and globally to let them grow as conscious, caring and active global citizens while developing the skills essential for the 21st century, skills they will need to be successful in the future. My wish is to help my students meet their fullest potential because I believe they have the inherent capacity to bring something unique and special to the world.
So, as soon as I started my career as a language teacher, after I obtained my degree in Modern Languages and Literatures (French/English), I initiated my lifelong learning training experience and professional development by enrolling in training programmes focussed on innovative teaching methods and approaches and on pedagogical use of technology.
In 2000, I gave a step forward by enrolling in a MA course on Linguistics and Language teaching and I concluded the course presenting a thesis entitled “Contributo para uma Pedagogia Dialógica da Oralidade” which is presents a shifting learning environment based on project work which moves from teacher-centred pedagogy to students-centred pedagogy.
Later in 2008, I joined eTwinning community of European Teachers where I discovered new training and teacher development opportunities in the form of workshops, conferences, online courses, Webinars, MOOCs and eTwinning groups a peer-to-peer online spaces where teachers exchange ideas and share resources promoted by European Schoolnet Academy.
The same year, I enrolled in a PhD course on Linguistics and Language Teaching and in 2012 I completed the course with excellence by defending my thesis: O projeto eTwinning LOA : uma abordagem intercultural para a integração pedagógica das TIC no ensino das línguas. The aim of my research was to prove how a project based learning approach supported by eTwinning and the use of technology can have a major impact on students’ learning while creating a new opportunity that places the world in the hands of every student inside the confines of the classroom. In the learning context create by that eTwinning project, students were shown as active learners who raise questions, research, communicate and share ideas, collaborate with peers inside and outside the classroom, create products, communicate results, publish outcomes and give and receive feedback from a wide audience.
Later as advertised on the eTwinning Portal, I joined the Teacher Academy by the School Education Gateway where teachers can access training opportunities, teaching materials and online courses.
I discovered the Microsoft Educator Community thanks to one of my eTwinning partners. In this platform, I was offered the chance to get familiar with innovative pedagogical approaches for using Microsoft technologies. On this platform, I have accessed inspiring lessons and resources and connected with other enthusiastic teachers eager to learn and share their experiences and knowledge whom I collaborate with in different international projects. I have also profited from the wide range of free online courses on coding basics and about Microsoft Technologies as well as on other topics which have provided me with insights to improve my projects and teaching practice. When in need of quick technical answers I access Quick Tip Videos which provide teachers with short two-three minute videos that answer common technical questions for teachers.
Supervisors: Filomena Capucho
Address: Viseu, Viseu, Portugal
So, as soon as I started my career as a language teacher, after I obtained my degree in Modern Languages and Literatures (French/English), I initiated my lifelong learning training experience and professional development by enrolling in training programmes focussed on innovative teaching methods and approaches and on pedagogical use of technology.
In 2000, I gave a step forward by enrolling in a MA course on Linguistics and Language teaching and I concluded the course presenting a thesis entitled “Contributo para uma Pedagogia Dialógica da Oralidade” which is presents a shifting learning environment based on project work which moves from teacher-centred pedagogy to students-centred pedagogy.
Later in 2008, I joined eTwinning community of European Teachers where I discovered new training and teacher development opportunities in the form of workshops, conferences, online courses, Webinars, MOOCs and eTwinning groups a peer-to-peer online spaces where teachers exchange ideas and share resources promoted by European Schoolnet Academy.
The same year, I enrolled in a PhD course on Linguistics and Language Teaching and in 2012 I completed the course with excellence by defending my thesis: O projeto eTwinning LOA : uma abordagem intercultural para a integração pedagógica das TIC no ensino das línguas. The aim of my research was to prove how a project based learning approach supported by eTwinning and the use of technology can have a major impact on students’ learning while creating a new opportunity that places the world in the hands of every student inside the confines of the classroom. In the learning context create by that eTwinning project, students were shown as active learners who raise questions, research, communicate and share ideas, collaborate with peers inside and outside the classroom, create products, communicate results, publish outcomes and give and receive feedback from a wide audience.
Later as advertised on the eTwinning Portal, I joined the Teacher Academy by the School Education Gateway where teachers can access training opportunities, teaching materials and online courses.
I discovered the Microsoft Educator Community thanks to one of my eTwinning partners. In this platform, I was offered the chance to get familiar with innovative pedagogical approaches for using Microsoft technologies. On this platform, I have accessed inspiring lessons and resources and connected with other enthusiastic teachers eager to learn and share their experiences and knowledge whom I collaborate with in different international projects. I have also profited from the wide range of free online courses on coding basics and about Microsoft Technologies as well as on other topics which have provided me with insights to improve my projects and teaching practice. When in need of quick technical answers I access Quick Tip Videos which provide teachers with short two-three minute videos that answer common technical questions for teachers.
Supervisors: Filomena Capucho
Address: Viseu, Viseu, Portugal
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Papers
ver programa: http://erte.dge.mec.pt/ii-encontro-nacional-de-educacao-para-os-media-programa
Paper presented at the 6th International Conference of Grammar Schools 3C (Culture – Communication – Computer) em Novi Sad, Sérbia 6-7 november 2015.
Further research in Applied Linguistics is required so as to support the emergent pedagogical practices aimed at developing the competences of individuals who are now seen simultaneously as IC learners and IC immediate users. This research should be grounded on a multidimensional analysis model of authentic corpora of oral plurilingual interactions in order to provide the analyst with a list of communication strategies and a detailed description of interactional processes that will allow IC specialists to assess the results of actual learning in the context of IC projects and to structure IC learning activities.
In this paper, we will present the analysis of an extract from the Bucharest-Cinco corpus that will allow us to identify the strategies developed in the process of co-construction of meaning in multilingual contexts through a close examination of verbal and non-verbal features.
Palavras-chave
Intercomprehension; plurilingual interaction; dialogic cooperation; interproduction
PhD Thesis Chapters
The Internet has introduced new forms of interaction and learning environments. On the one hand, individuals can interact directly with the sources of information and knowledge and actively participate in its production. On the other, the Internet increases new processes of socialization and mobility in virtual multicultural and multilingual environments. For this reason, the potential of ICT for intercultural communication should be explored, particularly in the context of foreign language teaching (Audras & Chanier, 2008; Kern et al., 2008; Liaw & Master, 2010; O'Dowd, 2007, 2010; O'Dowd & Ware, 2008; Ollivier & Puren, 2011; Yang, 2011, among others). The eTwinning action provides European teacher with the opportunity to develop teaching-learning strategies that promote intentional discovery, social interaction, the collaborative construction of knowledge and openness to plural social and cultural contexts.
LOA eTwinning project was developed as a teaching strategy in the context of an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence. The project methodology was inspired by Candau (2003) and Maurice (2008)’s models of intercultural approach. In line with the contact hypothesis (Allport, 1954; Amir, 1969, 1976; Pettigrew, 1997, 1998; Pettigrew & Tropp, 2000, 2005, 2006), this experience of intercultural contact among students from different cultural and linguistic backgrounds was based on sharing equal status, working together for common goals and building friendship relationships.
LOA eTwinning project led to a change in the teaching process and to the design of a learner-oriented curriculum, which contributed to increase learners’ motivation to use foreign language to interact with people from other cultures. The results show an improvement in students’ linguistic self-esteem and autonomy as learners showed to be committed in using English to learn from and with their eTwinning partners. The study of the frequency of the intercultural contacts shows a substantial increase in social initiative. Moreover, the analysis of the communicative acts gives evidence of an increase of acts that reveal attitudes of respect and consideration towards their interlocutors.
Conference Presentations
Learning a foreign language or communicating in a multicultural and multilingual context does not only involve the mastery of a system of linguistic norms but it also requires intercultural understanding, the competency to see the world in a different perspective, i.e. to look at the world through someone else’s eyes. This implies the discovery of the self in interaction with that ‘someone’ which, in its turn, relies on our competency to deal with the risk of losing face which intercultural communication entails.
Hence, in European schools, students should be encouraged to learn as many languages and about as many cultures as possible by providing opportunities for learning English in a European multicultural and multilingual environment. It is such an opportunity that is represented by eTwinning, which is one of the main actions of the European elearning programme. This action offers a communication platform that enables schools from different countries of Europe to establish a partnership based on intercultural communication.
In this paper we will present the results of a curricular integration of an eTwinning project. Based on an intercultural approach to teaching English as a foreign language, the eTwinning project intituled “LOA- Learning from One Another” was implemented during the school year 2008/2009 and it involved students from a Czech, an Italian, a Polish and a Portuguese School. This project was developed as a teaching strategy for an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence.
We will show how LOA eTwinning succeeded in enhancing the development of the intercultural communicative competence and raising students’ linguistic self-esteem as well as their motivation to learn foreign languages and interact with people from other cultures. We will start by describing the project and the teaching methodology adopted in the English classes.
Focussing on data collected among 36 Portuguese students, we will present results based on the data collected through two questionnaires that will allow us to analyse the impact of the teaching strategy on students’ motivation and their linguistic self-esteem.
We will also discuss students’ and teachers’ perceptions of the impact of the project on their learning and teaching practice collected through an evaluation questionnaire.
In order to test the impact on students’ learning and cross teachers’ and students’ perceptions we will also analyse the Portuguese students’ results in their English tests, as well as their activity in the intercultural communication dimension through analysis of their engagement in intercultural collaborative communication with their eTwinning partners.
Teaching Documents
Prizes/ awards
LOA project has implemented innovative strategies with an impact on English language learning in an intercultural approach. This project has developed a language teaching model based on the implementation of intercultural communication, supported by ICT and in a collaborative and cooperative environment within a trans-cultural framework. It has also contributed for promoting a critical and intervening citizenship. The innovative characteristic consists of its curricular integration as a strategy to the teaching of foreign languages and in the implementation of the collaborative trans-cultural work. In the framework of the project a pedagogic handbook has been developed for professional courses. The project has also presented another perspective, consisting in showing to many teachers the ICT pedagogical potential and its efficiency in the improvement of the learning process, seeking an answer to the problem of unsuccessful foreign language learning. This project also served to test the impact of the implementation of a eTwinning project, based on collaborative work and in the intercultural communication. To accede to the results of the collaborative work please contact the project coordinator.
MA Thesis
No capítulo III, justificamos a utilização da metodologia de investigação-acção (I-A) e descrevemos o projecto de I-A desenvolvido, para responder às perguntas de investigação, com referência aos procedimentos de recolha de informação e aos métodos de análise. Neste capítulo, são também apresentados os instrumentos de análise e definidas as categorias de análise.
No capítulo IV, constituído por duas partes, reportamos, analisamos, interpretamos e comparamos os resultados obtidos no ciclo I com os resultados do ciclo III. Procuramos contrastar dois contextos de ensino (tradicional e cooperativo), destacando os efeitos das estratégias discursivas desenvolvidas num e noutro no desempenho oral dos alunos em contexto de aula e no desenvolvimento da sua interlíngua. Finalizamos este capítulo com a avaliação do projecto de investigação-acção na perspectiva dos seus participantes.
No capítulo V, retomamos as questões de investigação que orientaram o projecto de investigação-acção delineado, relacionando os resultados obtidos com as hipóteses formuladas e sustentadas pelas teorias apresentadas no capítulo II. São destacadas as mudanças operadas a nível do discurso.
Finalmente, concluímos, discutindo as implicações da implementação (1) da aprendizagem cooperativa no contexto do processo de ensino-aprendizagem da língua inglesa e (2) da metodologia de investigação-acção, no contexto da formação contínua de professores de língua estrangeira.
Projects Webpages
at: http://new-twinspace.etwinning.net
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Log In name: convidado.especial
Password: portugal
ver programa: http://erte.dge.mec.pt/ii-encontro-nacional-de-educacao-para-os-media-programa
Paper presented at the 6th International Conference of Grammar Schools 3C (Culture – Communication – Computer) em Novi Sad, Sérbia 6-7 november 2015.
Further research in Applied Linguistics is required so as to support the emergent pedagogical practices aimed at developing the competences of individuals who are now seen simultaneously as IC learners and IC immediate users. This research should be grounded on a multidimensional analysis model of authentic corpora of oral plurilingual interactions in order to provide the analyst with a list of communication strategies and a detailed description of interactional processes that will allow IC specialists to assess the results of actual learning in the context of IC projects and to structure IC learning activities.
In this paper, we will present the analysis of an extract from the Bucharest-Cinco corpus that will allow us to identify the strategies developed in the process of co-construction of meaning in multilingual contexts through a close examination of verbal and non-verbal features.
Palavras-chave
Intercomprehension; plurilingual interaction; dialogic cooperation; interproduction
The Internet has introduced new forms of interaction and learning environments. On the one hand, individuals can interact directly with the sources of information and knowledge and actively participate in its production. On the other, the Internet increases new processes of socialization and mobility in virtual multicultural and multilingual environments. For this reason, the potential of ICT for intercultural communication should be explored, particularly in the context of foreign language teaching (Audras & Chanier, 2008; Kern et al., 2008; Liaw & Master, 2010; O'Dowd, 2007, 2010; O'Dowd & Ware, 2008; Ollivier & Puren, 2011; Yang, 2011, among others). The eTwinning action provides European teacher with the opportunity to develop teaching-learning strategies that promote intentional discovery, social interaction, the collaborative construction of knowledge and openness to plural social and cultural contexts.
LOA eTwinning project was developed as a teaching strategy in the context of an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence. The project methodology was inspired by Candau (2003) and Maurice (2008)’s models of intercultural approach. In line with the contact hypothesis (Allport, 1954; Amir, 1969, 1976; Pettigrew, 1997, 1998; Pettigrew & Tropp, 2000, 2005, 2006), this experience of intercultural contact among students from different cultural and linguistic backgrounds was based on sharing equal status, working together for common goals and building friendship relationships.
LOA eTwinning project led to a change in the teaching process and to the design of a learner-oriented curriculum, which contributed to increase learners’ motivation to use foreign language to interact with people from other cultures. The results show an improvement in students’ linguistic self-esteem and autonomy as learners showed to be committed in using English to learn from and with their eTwinning partners. The study of the frequency of the intercultural contacts shows a substantial increase in social initiative. Moreover, the analysis of the communicative acts gives evidence of an increase of acts that reveal attitudes of respect and consideration towards their interlocutors.
Learning a foreign language or communicating in a multicultural and multilingual context does not only involve the mastery of a system of linguistic norms but it also requires intercultural understanding, the competency to see the world in a different perspective, i.e. to look at the world through someone else’s eyes. This implies the discovery of the self in interaction with that ‘someone’ which, in its turn, relies on our competency to deal with the risk of losing face which intercultural communication entails.
Hence, in European schools, students should be encouraged to learn as many languages and about as many cultures as possible by providing opportunities for learning English in a European multicultural and multilingual environment. It is such an opportunity that is represented by eTwinning, which is one of the main actions of the European elearning programme. This action offers a communication platform that enables schools from different countries of Europe to establish a partnership based on intercultural communication.
In this paper we will present the results of a curricular integration of an eTwinning project. Based on an intercultural approach to teaching English as a foreign language, the eTwinning project intituled “LOA- Learning from One Another” was implemented during the school year 2008/2009 and it involved students from a Czech, an Italian, a Polish and a Portuguese School. This project was developed as a teaching strategy for an action-research study aimed at testing the impact of the integration of intercultural communication mediated by ICT tools on the students’ motivation to use and learn foreign languages and the development of their intercultural communicative competence.
We will show how LOA eTwinning succeeded in enhancing the development of the intercultural communicative competence and raising students’ linguistic self-esteem as well as their motivation to learn foreign languages and interact with people from other cultures. We will start by describing the project and the teaching methodology adopted in the English classes.
Focussing on data collected among 36 Portuguese students, we will present results based on the data collected through two questionnaires that will allow us to analyse the impact of the teaching strategy on students’ motivation and their linguistic self-esteem.
We will also discuss students’ and teachers’ perceptions of the impact of the project on their learning and teaching practice collected through an evaluation questionnaire.
In order to test the impact on students’ learning and cross teachers’ and students’ perceptions we will also analyse the Portuguese students’ results in their English tests, as well as their activity in the intercultural communication dimension through analysis of their engagement in intercultural collaborative communication with their eTwinning partners.
LOA project has implemented innovative strategies with an impact on English language learning in an intercultural approach. This project has developed a language teaching model based on the implementation of intercultural communication, supported by ICT and in a collaborative and cooperative environment within a trans-cultural framework. It has also contributed for promoting a critical and intervening citizenship. The innovative characteristic consists of its curricular integration as a strategy to the teaching of foreign languages and in the implementation of the collaborative trans-cultural work. In the framework of the project a pedagogic handbook has been developed for professional courses. The project has also presented another perspective, consisting in showing to many teachers the ICT pedagogical potential and its efficiency in the improvement of the learning process, seeking an answer to the problem of unsuccessful foreign language learning. This project also served to test the impact of the implementation of a eTwinning project, based on collaborative work and in the intercultural communication. To accede to the results of the collaborative work please contact the project coordinator.
No capítulo III, justificamos a utilização da metodologia de investigação-acção (I-A) e descrevemos o projecto de I-A desenvolvido, para responder às perguntas de investigação, com referência aos procedimentos de recolha de informação e aos métodos de análise. Neste capítulo, são também apresentados os instrumentos de análise e definidas as categorias de análise.
No capítulo IV, constituído por duas partes, reportamos, analisamos, interpretamos e comparamos os resultados obtidos no ciclo I com os resultados do ciclo III. Procuramos contrastar dois contextos de ensino (tradicional e cooperativo), destacando os efeitos das estratégias discursivas desenvolvidas num e noutro no desempenho oral dos alunos em contexto de aula e no desenvolvimento da sua interlíngua. Finalizamos este capítulo com a avaliação do projecto de investigação-acção na perspectiva dos seus participantes.
No capítulo V, retomamos as questões de investigação que orientaram o projecto de investigação-acção delineado, relacionando os resultados obtidos com as hipóteses formuladas e sustentadas pelas teorias apresentadas no capítulo II. São destacadas as mudanças operadas a nível do discurso.
Finalmente, concluímos, discutindo as implicações da implementação (1) da aprendizagem cooperativa no contexto do processo de ensino-aprendizagem da língua inglesa e (2) da metodologia de investigação-acção, no contexto da formação contínua de professores de língua estrangeira.
at: http://new-twinspace.etwinning.net
login: special.guest
password: specialguest
Log In name: convidado.especial
Password: portugal
O Apps for Good é um programa onde alunos criam aplicações moveis para resolver problemas reais. João Baracho
irá fazer uma contextualização do programa e da sua evolução. Maria Silva, participante no projeto, vai dar a
conhecer a sua experiência aliada à implementação do programa na disciplina curricular de Inglês.
O programa Apps for Good tem como principal objetivo estimular e capacitar jovens a aplicarem o potencial da tecnologia para transformar o mundo, desenvolvendo aplicações que contribuam para a resolução de problemas do dia a dia das comunidades nas quais se inserem. Após o sucesso alcançado no Reino Unido, onde foi lançado em 2010 pelo Centre for Digital Inclusion (CDI), o programa foi implementado pela Direção-Geral da Educação (DGE), através da Equipa de Recursos e Tecnologias Educativas (ERTE) e do CDI Portugal, em 16 escolas portuguesas no ano letivo de 2014/15, alargado no ano de 2015/16 para 67 escolas, tendo este ano lectivo contado com a participação de mais de 100. O Agrupamento de Escolas de Sátão aderiu ao programa com uma turma do 10º ano do curso de Ciências e Tecnologias, no quadro do projeto Erasmus+ “Mobile Applications for Effective Learning”, que contempla atividades de programação. Os alunos e professores envolvidos trabalharam em equipas para encontrarem soluções para problemas do seu quotidiano, através da criação de aplicações para smartphones ou tablets. Ao aderirem ao programa Apps for Good tiveram acesso a uma plataforma onde foram disponibilizados conteúdos do programa e recursos orientadores. Nesta comunicação, será apresentada a metodologia de trabalho do Apps for Good, implementada e integrada no currículo de Inglês da referida turma. Serão disseminados os resultados e o impacto educativo do envolvimento dos alunos no programa.
Resumo na página 130: O programa Apps for Good tem como principal objetivo estimular e capacitar jovens a aplicarem o potencial da tecnologia para transformar o mundo, desenvolvendo aplicações que
contribuam para a resolução de problemas do dia a dia das comunidades nas quais se inserem. Após o sucesso alcançado no Reino Unido, onde foi lançado em 2010 pelo Centre for Digital
Inclusion (CDI), o programa foi implementado pela Direção-Geral da Educação (DGE), através da Equipa de Recursos e Tecnologias Educativas (ERTE) e do CDI Portugal, em 16 escolas portuguesas no ano letivo de 2014/15, alargado no ano de 2015/16 para 67 escolas, tendo este ano lectivo contado com a participação de mais de 100.
Os professores e os alunos (dos 10 aos 18 anos) das escolas que se juntam a este programa trabalham em equipas para encontrarem soluções para problemas do seu quotidiano, através da criação de aplicações para smartphones ou tablets. Ao aderirem ao programa Apps for Good, os participantes têm acesso a uma plataforma digital, através da qual podem aceder aos conteúdos do programa e têm a possibilidade de contactar com especialistas de todo o mundo, entre os quais designers, programadores e empresários que voluntariamente partilham o seu conhecimento e orientam o desenvolvimento das ideias dos alunos.
Nesta comunicação, será apresentada a metodologia de trabalho do Apps for Good implementada no Agrupamento de Escolas de Sátão (AES) e serão disseminados os resultados e o impacto educativo do envolvimento dos alunos no programa.
A rápida e contínua evolução das tecnologias de informação e comunicação (TIC), que esbatem as fronteiras linguísticas, culturais e epistemológicas, exige uma tomada de consciência da necessidade de superar a visão meramente instrumental, linear, unidirecional e, pretensamente, neutra do conhecimento e da aprendizpagem. Este avanço tecnológico, reconhecido como principal catalisador de mudança na sociedade, impõe à escola, que deixou de ser o único meio de aprendizagem e de acesso à informação, um imperativo social
incontornável: o do combate à infoexclusão (Comissão Europeia, 2005b; Warschauer & Matuchniak, 2010), que não se esgota no acesso aos equipamentos eletrónicos. A promoção da literacia digital inscreve-se, assim, como uma prioridade e o meio pelo qual os sistemaseducativos devem desenvolver as competências de aprendizagem e formação para desafios lançados pelo programa e-learning, disponibiliza uma plataforma, o Portal eTwinning, a partir da qual educadores, professores e outros profissionais da educação, que trabalham em escolas dos países envolvidos, podem ligar-se em rede para partilharem exemplos de boas práticas, desenvolverem projetos colaborativos e formarem-se, participando nos eventos de desenvolvimento profissional promovidos pelos Serviço Nacional de Apoio (NNS) e pelo Serviço Europeu de Apoio (CSS) eTwinning.
O eTwinning, atualmente integrado no programa Erasmus+, oferece uma oportunidade única de estabelecer parcerias transnacionais e criar projetos pedagógicos que promovem o uso inovador da tecnologia e das ferramentas Web 2.0 para a produção colaborativa ein terdisciplinar de conhecimento, em contextos de aprendizagem autênticos,
desafiadores emotivadores.
Ao integrarem o eTwinning na sua prática letiva, os professores estarão a ligar as suas turmas a uma comunidade de aprendizagem global, assente nos princípios da aprendizagem colaborativa que fomentam o desenvolvimento das competências-chave para a aprendizagem ao
longo da vida e as competências para o século XXI. Estarão a criar e experimentar novas formas de agir que privilegiam o trabalho e a aprendizagem colaborativos e a abertura à riqueza e à heterogeneidade da vida.