1 Centro de Competência Nónio Século XXI Faculdade de Ciências Universidade de Lisboa Aims, Scope and Activities 2003/2004

2 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.

3 DomainsNumber of teachers Number of schools Mathematics 3721 Sciences 169 Multimedia Production (blended learning) Introduction to Multimedia in Education 2211 Educational Uses of Web Publication (level I and II) Macromedia Flash MX 2011 Macromedia Director MX 157 Discipline ICT 209 Special Needs 95 ICT in Kindergarten and Primary 138 Resource Centres 116 General sessions (ICT in education) Specific sessions ICT in specific topics) 343

4 ICT in pre-service teacher education programmes in Portugal Preliminary Results of an ongoing study João Filipe Matos Cláudia Rodrigues Centro Nónio Faculdade de Ciências da Universidade de Lisboa

5 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

6 2. Methodology - population: all the Portuguese public and private institutions that run pre-service teacher trainning programmes - survey - questionaires to be filled on-line

7 Questionaires: Part I: - general information about the institution Part II: - detailed information about the programmes and courses in each institution

8 Sample - institutions Type of institution Public univ. Public Polythec Private univ. Private Polythec Total of institutions Sample part I Sample part II Table 1

9 Type of institution Public Univ. Public Pol. Private Univ. Private Pol.TOTAL Average (6 years) Table 2: Number of students that concluded the pre-service teacher trainning programmes

10 Sample – pre-service programmes Type of institution Public univ. Public Polythec Private univ. Private Polythec K teachers Teachers (1ºC) Teachers (2º C) Teachers (3º C) (Secondary)40020 Programmes in the sample Total of programmes Table 3

11 Sample – pre-service programmes Type of institution Public univ. Public Polythec Private univ. Private Polythec K teachers5 (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) (Secondary)40(38)0 (0)2 (3)0 (1) Total programmes in the sample49(49)38 (34)2 (3)45 (20) Total of existing programmes (data from 1998) Table 4

12 Preliminary results

13 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]

14 Preliminary results K Maths and Science 5 – 12 Humanistic Other Courses dedicated to ICT2.5 (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]

15 Preliminary results K – Courses dedicated to ICT2.5 (2.3)2.6 (3.1)2.9 (7.3)4.2 (3.2) Other courses using ICT and/or reflecting on ICT in Ed 8.7 (3.5)5.3 (7.4)3.7 (13.4)6.2 (5.5) Table 7: Average number of credits by pre-service teacher trainning programme according to the type of programme [in ( ) data from 1998]

16 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 Ed Private Univ and Schools of Ed PhD52 (36)12 (4)10 (5) Master21 (19)30 (32)69 (20) Degree (Licenciatura)4 (16)14 (23)29 (12) Bacharel 2 (0) 0 (4)1 (0) Total79 (71)56 (63)109 (37) [in ( ) data from 1998]

17 Preliminary results Table 9: Number of teachers with background in specific didactics according to the different degrees (by student) Public University Public School of Ed Private 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]

18 Preliminary results Table 10: Number of teachers (involved in ICT courses) with general background in education according to their different degrees Public University Public School of Ed Private Univ and Schools of Ed PhD23 (3)4 (1)14 (8) Master9 (5)13 (6)57 (16) Degree (Licenciatura)7 (4)6 (4)53 (10) Bacharel 0 (0) 0 (4)0 (2) Total39 (12)23 (11)124 (36) [in ( ) data from 1998]

19 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 Ed Private 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 (.005) Teachers by student.020 (.012).032 (.026).088 (.084) [in ( ) data from 1998]

20 Preliminary results Table 12: Competence and knowledge in the use of Word Processors Public Universities Public Schools of Ed Private Univ. and Schools of Ed None1 (2%) 00 Weak000 Good36 (74%) 25 (66%) 35 (73%) Excellent 12 (24%) 13 (34%) 12 (26%)

21 Preliminary results Table 13: Competence and knowledge in the use of Word Processors Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak1(11) (2%) (22%) 0 (4) (12%) 0 (3) (13%) Good or Excellent48(26) (98%) (53%) 38(27) (100%) (79%) 4719 (100%) (83%) No reply0 (12) (25%) 0 (3) (6%) 0 (1) (4%) [in ( ) data from 1998]

22 Preliminary results Table 14: Competence and knowledge in the use of Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak2 (21) (4%) (43%) 2 (21) (5%) (62%) 0 (19) (83%) Good or Excellent46 (12) (94%) (24%) 36 (6) (95%) (18%) 47(3) (100%) (13%) No reply1 (16) (2%) (33%) 0 (7) (21%) 0 (1) (4%) [in ( ) data from 1998]

23 Preliminary results Table 15: Competence and knowledge in ther use of – data from 2004 Public Universities Public Schools of Ed Private Univ. and Schools of Ed None1 (2%) 00 Weak1 (2%) 2 (5%) 0 Good25 (52%) 12 (32%) 10 (21%) Excelent 21 (44%) 24 (63%) 37 (79%)

24 Preliminary results Table 16: Competence and knowledge in the use of the internet Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak0 (19) (38%) 2(21) (5%) (61%) 0 (19) (82%) Good or Excellent49 (14) (100%) (29%) 36 (7) (95%) (21%) 47 (2) (100%) (9%) No reply0 (16) (33%) 0 (6) (18%) 0 (2) (9%) [in ( ) data from 1998]

25 Preliminary results Table 17: Competence and knowledge in the use of data base Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak34(24) (69%) (49%) 34 (20) (89%) (59%) 22(16) (47%) (70%) Good or Excellent12 (7) (25%) (14%) 4 (5) (11%) (15%) 25 (4) (53%) (17%) No reply3(18) (6%) (37%) 0 (9) (26%) 0 (3) (13%) [in ( ) data from 1998]

26 Preliminary results Table 18: Competence and knowledge in the use of applications for presentation (e.g. PowerPoint) Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak2 (22) (4%) (46%) 6 (16) (16%) (47%) 0 (7) (34%) Good or Excellent46 (10) (94%) (21%) 32 (11) (84%) (32%) 47 (15) (100%) (65%) No reply1 (17) (2%) (33%) 0 (7) (21%) 0 (1) (4%) [in ( ) data from 1998]

27 Preliminary results Table 19: Competence and knowledge in the use of packages for statistics Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak32 (27) (65%) (55%) 29 (22) (76%) (65%) 42 (16) (89%) (70%) Good or Excellent14 (7) (29%) (14%) 9 (6) (24%) (18%) 5 (6) (11%) (29%) No reply3 (15) (6%) (31%) 0 (6) (18%) 0 (1) (4%) [in ( ) data from 1998]

28 Preliminary results Table 20: Competence and knowledge in the use of applications for programming Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak33 (27) (67%) (55%) 35 (25) (92%) (74%) 46 (20) (98%) (87%) Good or Excellent13 (8) (27%) (18%) 2 (5) (5%) (15%) 1 (1) (2%) (4%) No reply3 (13) (6%) (27%) 1 (4) (3%) (12%) 0 (2) (8%) [in ( ) data from 1998]

29 Preliminary results Table 21: Competence and knowledge about the use of ICT in teaching activities Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak4 (13) (8%) (27%) 8 (10) (21%) (29%) 0 (3) (13%) Good or Excellent41 (22) (84%) (45%) 30 (19) (79%) (56%) 45 (17) (96%) (74%) No reply4 (14) (8%) (29%) 0 (5) (15%) 2(3) (4%) (13%) [in ( ) data from 1998]

30 Preliminary results Table 22: Competence and knowledge about the social implications of ICT Public Universities Public Schools of Ed Private Univ and Schools of Ed None or Weak14 (16) (30%) (33%) 13 (16) (34%) (47%) 1(7) (2%) (31%) Good or Excellent29 (16) (62%) (33%) 25 (14) (66%) (41%) 46 (15) (98%) (65%) No reply4 (17) (8%) (34%) 0 (4) (12%) 0 (1) (4%) [in ( ) data from 1998]

31 Final comments

32 Contradictions? Quite different situations?

33 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” …wireless resource centres e-learning ilimited access 24hours a day

36 The other half feels they should make a bigger effort …more computers more human resources more sofware different curricula more money…

37 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

38 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

39 Differences between 1998 and 2004 to be analysed in detail Full report available by the end of May 2004

40

41 Note: Data reported in these slides are subject to cross- confirmation until the end of May 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.