ABSTRACT
This paper reports on different projects aimed at fostering inclusion in Portuguese elementary and high schools at national, regional and local level through ICT projects. Based on our participation in these projects, we describe the key lessons learned as regards using mobile technology, georeferenced information as well as children's and youngsters' interest and expertise in curricular activities. We argue that mobile technologies together with the creation and the publishing of multisensory georeferenced information can support educational engagement and inclusive participation in Portuguese school communities.
- Cardoso, G. (ed.) 2007 E-Generation: Os usos de media pelas crianĉas e jovens em Portugal. CIES/ISCTE, Universidade de Lisboa.Google Scholar
- Classmate_PC. http://en.wikipedia.org/wiki/Classmate_PCGoogle Scholar
- Digital Youth Research: Kids Informal Learning with Digital Media. http://digitalyouth.ischool.berkeley.edu/Google Scholar
- Drotner, K. 2008. Leisure Is Hard Work: Digital Practices and Future Competencies In Youth, Identity, and Digital Media, D. Buckingham, Ed. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. The MIT Press, Cambridge, MA, 167--184.Google Scholar
- e-escola. http://www.eescola.ptGoogle Scholar
- e-escolinha. http://www.eescolinha.gov.ptGoogle Scholar
- Futurelab 2007. Digital Inclusion: Building fairer futures, challenging educational divides. Available at http://www.futurelab.org.uk/events/listing/digital-inclusionGoogle Scholar
- Google Earth. http://earth.google.com/Google Scholar
- Internet@EB1. http://www.fccn.pt/index.php?module=pagemaster&PAGE_user_op=view_page&PAGE_id=102&MMN_position=115:4Google Scholar
- Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I. & Vavoula, G. 2009. Innovation in Mobile Learning: a European Perspective. International Journal of Mobile and Blended Learning, 1, 1 (2009), 13--35.Google ScholarCross Ref
- Ministério da Educaĉão 2008. Educaĉão em Números: Portugal 2008. Ministério da Educaĉão, Lisboa.Google Scholar
- Panwapa world. http://www.panwapa.com/Google Scholar
- Patrimonio@Viseu. http://www.esev.ipv.pt/patrimonioGoogle Scholar
- Ponte, J. P., Oliveira, H., Silva, M. J., e Reis, P. 2006 Internet@EB1: Relatório de Avaliaĉão (ano lectivo de 2004/2005). Fundaĉão para a Computaĉão Científica Nacional, Lisboa. Available at http://www.fccn.pt/files/documents/Relatirio_Final_Avaliacao_EB1.pdfGoogle Scholar
- SchoolSenses@Internet. http://schoolsenses.dei.uc.pt/Default.aspxGoogle Scholar
- Selwyn, N. 2007. Digital Inclusion for Young People: Ensuring Opportunities for Vulnerable Groups. In UK Kids online: Young People, Media Literacy and the Digital Divide (Remarks to Westminster eForum Keynote seminar London, 24th April 2007).Google Scholar
- Selwyn, N. 2008. O uso das TIC na educaĉão e a promoĉão de inclusão social: uma perspectiva crítica do Reino Unido. Educaĉão & Sociedade, 29, 104 (2008), 815--850.Google Scholar
- Silva, M. J., Gomes, C. A., Topa, P., Lopes, P., Alberto, C. 2003 Ensina o teu Computador: Manual só para Miúdos. FCCN, Lisboa.Google Scholar
- Silva, M. J., Pestana, B., Lopes, J. C. 2008. Using a mobile phone and a geobrowser to create multisensory geographic information. In Proceedings of IDC 2008 - Posters (Chicago, June 11--13 2008). ACM Press, New York, NY, 153--156. Google ScholarDigital Library
- Silva, M. J., Gomes, C. A., Lopes, J. C., Marcelino, M. J., Gouveia, C., Fonseca, Alexandra, Pestana, B. 2009. Adding Space and Senses to Mobile World Exploration. In Mobile Technology for Children: Designing for Interaction and Learning, A. Druin, Ed. Morgan Kaufmann, Boston, 147--169.Google Scholar
- Shuler, C. 2009. Pockets of Potential: Using Mobile Technologies to Promote Children's Learning. The Joan Ganz Cooney Center at Sesame Workshop, New York.Google Scholar
- Social Tapestries. http://socialtapestries.net/Google Scholar
- Wheeler, E, Fabian, C. & Kochi, E. 2009. Innovation for Africa. NYHQ UNICEF. Available at http://www.web4dev.org/index.php/Innovation_for_AfricaGoogle Scholar
Index Terms
- Fostering inclusion in Portuguese schools: key lessons from ICT projects
Recommendations
ICT in Portuguese reference schools for the education of blind and partially sighted students
Technology has become an essential component in our society and considering its impact in the educational system, Information and Communication Technologies (ICT) cannot be dissociated from the educational process and, in particular, from pedagogical ...
An International Benchmark Study of K-12 Computer Science Education in Schools
ITiCSE '19: Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science EducationThere has been a growing interest and increase in work shared about national K-12 Computer Science Education (CSED) curriculum and implementation efforts around the world. Much of this work focuses on curriculum analysis, country reports, experience ...
Digital inclusion in Chilean in rural schools
IDC '10: Proceedings of the 9th International Conference on Interaction Design and ChildrenThis paper analyzes conditions for improving digital inclusion in Chilean rural schools, using a multidimensional definition of digital divide. Using qualitative and quantitative data, we focus on teacher's skills, access to communication, Internet ...
Comments