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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

34

Institutions tend to see the type of training they provide to the students as adequate to the needs of future teachers

35

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.