Abstract
JuxtaLearn is a research project focused on ‘performance’ as a means of provoking students’ understanding of science and technology through the creation and sharing of educational videos. As the videos will be shared in public displays, the Portuguese research team developed three workshops with twelve teachers from a Portuguese Secondary School representing different school departments and sharing organizational responsibilities. The aim was to generate scenarios of possible features and interaction for the curricular integration of the technological device. Our findings suggest that teachers are not motivated to use, on their own, technologies in the classroom, but receptive to new and challenging technologies when properly stimulated. They were able to generate scenarios that take advantage of the possibilities offered by digital public displays to stimulate learning processes. However, there are pedagogical, organizational and ethical concerns in the management and control of content that need to be resolved before they feel confortable to deal with change and technological innovation.
Highlights
The impact of Information and Communication Technology (ICT) in our global societies held the development of different policies regarding the introduction of ICT in schools and educational systems
There is a strong belief that ICT can be the driving force in a change of paradigm in education [1, 2], and so, following other European countries, Portuguese educational policies enhanced the integration of ICT in non superior schools
Recent researches show that educational practices have remained almost unchanged: teachers continue to teach in traditional ways [10] and when they use technologies it is not for enriching technologysupported learning opportunities for their students
Summary
The impact of Information and Communication Technology (ICT) in our global societies held the development of different policies regarding the introduction of ICT in schools and educational systems. As stated by Hargreaves [4], a profound change in the traditional standardized curricula that is the same for all students and centred in the approval in final examinations is needed, including the adoption of new standards for assessing learning that should focus in the development of competencies that prepare students to deal with change and innovation and where the use of ICT is a pre-requisite [5]. In this context, being prepared to use technology and knowing how that technology can support student. According to Coutinho [3], the innovative nature of pedagogical practices using ICT, if not accompanied by training that can lead to practical and reflexive activities on teachers, can’t, by itself, bring great changes in the teaching practices of teachers
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