ICT in Education: Multiple and Inclusive Perspectives

202 Pages·2016·4.948 MB·English

by  Maria José Marcelino, Antonió José Mendes, Maria Cristina Azevedo Gomes (eds.)

Maria José Marcelino
António José Mendes
Maria Cristina Azevedo Gomes Editors
ICT in
Education
Multiple and Inclusive Perspectives
ICT in Education

Maria José Marcelino (cid:129) António José Mendes
Maria Cristina Azevedo Gomes
Editors
ICT in Education
Multiple and Inclusive Perspectives
Editors
Maria José Marcelino António José Mendes
University of Coimbra University of Coimbra
Coimbra , Portugal Coimbra , Portugal
Maria Cristina Azevedo Gomes
Polytechnic Institute of Viseu
Viseu , Portugal
ISBN 978-3-319-22899-0 ISBN 978-3-319-22900-3 (eBook)
DOI 10.1007/978-3-319-22900-3
Library of Congress Control Number: 2015958720
Springer Cham Heidelberg New York Dordrecht London
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Pref ace
ICT in Education—Multiple and Inclusive Perspectives contains a selection
of revised and extended versions of the best papers that have been presented at the
15th edition of the International Symposium on Computers in Education (SIIE) that
took place in the Polytechnic Institute of Viseu, Portugal, in November 2013. SIIE
is an international forum that joins researchers, institutional representatives, and
educators for presenting, discussing, and refl ecting on research, development, and
practices in the fi eld of Information and Communication Technologies (ICT) in
Education, with a special focus on the Ibero Latin American context, that has been
held alternately and mostly in Spain and Portugal.
The symposium always encourages the submission of original contributions of
high quality in a vast set of thematic areas. The 2013 edition from which these
papers have been selected focused on design, development, and evaluation of edu-
cational software; interaction design for education; design and standardization of
educational technologies; modeling languages and metadata; data mining and
Web mining for education; semantic Web in education; intelligent educational
systems; personal learning environments; tools and Web-based educational
resources; games and simulations in education; virtual laboratories; ubiquitous/
mobile computing and education; robotics and education; free/open software;
open knowledge and open educational resources; technology, knowledge, and
skills management in education; emerging technologies in education; use and
evaluation methodologies of ICT in educational contexts; innovative experiences
of ICT in teaching/learning; social aspects of ICT in educational settings, gender,
cultural diversities, and specifi c audiences; ICT applications for special education
needs; teacher education and ICT; distance education; social Web; collaborative
systems; and learning communities.
The selected papers were chosen from the highest rated by the Scientifi c
Committee of the symposium and from an additional on-conference rating done by
the chairs of the several sessions that composed the symposium. They give an idea
v
vi Preface
of the main areas and levels of education covered and of diversifi ed approaches
where ICT can be used to foster learning. They provide also contributions from
researchers of diverse countries presented at the symposium.
A fi nal word to thank the Program Committee of the 15th SIIE, the session chairs,
and the authors who with their effort and extra work contributed to this volume.
Coimbra, Portugal Maria José Marcelino
Coimbra, Portugal António José Mendes
Viseu, Portugal Maria Cristina Azevedo Gomes
Contents
The Use of Communication Technologies in Higher Education
in Portugal: Best Practices and Future Trends ............................................ 1
Lúcia Pombo , Nídia Salomé Morais , João Batista , Marta Pinto ,
Dalila Coelho , and António Moreira
The Participatory Management Process of the Coordination
Team of a Postgraduate Distance Education Course Supported
By the Use of Interaction and Communication Technologies ..................... 21
Vanessa Battestin Nunes , Isaura Alcina Martins Nobre ,
and Marize Lyra Silva Passos
E-moderation and Interaction in a Course Promoted
by the Distance Education Project of the University of Coimbra .............. 39
Celeste Vieira , Teresa Pessoa , and João Filipe Matos
Design and Evaluation of OptimEx, an Experimentation System
for Optimization Algorithms.......................................................................... 51
J. Ángel Velázquez-Iturbide
What Do Portuguese Students Play on Mobile Devices:
Inputs for the Development of Educational Games ..................................... 69
Ana Amélia Carvalho and Inês Araújo
Use of ICT in School Context: Pupil’s, Parents’
and Teachers’ Perceptions .............................................................................. 97
C. Brigas , C. Ravasco , C. Fonseca , J. Mateus , and U. Bolota
Collective Storytelling with Children from 6/10 Years Old
Using ICT Support .......................................................................................... 115
Maria Rosário Rodrigues , António Moreira , and João Grácio
vii
viii Contents
Using Senses and Sensors in the Environment to Develop
Abstract Thinking: Evaluating the Utility and Usability
of Electronic Sensors ....................................................................................... 133
Maria João Silva , Sara Aboim , Sandra Teixeira , José Alexandre Pinto ,
and Teresa Pereira
The Use of Communication Technologies in Personal
and Learning Contexts: The Influence of Gender
in Higher Education Students in Portugal .................................................... 151
Nídia Salomé Morais and Fernando Ramos
Mousekey Syllabic Virtual Keyboard: An Assistive Technology
Tool for People with Physical Disabilities ..................................................... 171
Claudio Luciano Dusik and Lucila Maria Costi Santarosa
The Use of Communication Technologies
in Higher Education in Portugal: Best
Practices and Future Trends
Lúcia Pombo , Nídia Salomé Morais , João Batista , Marta Pinto ,
Dalila Coelho , and António Moreira
Abstract This chapter presents and discusses best practices and future trends in the
use of Communication Technologies (CT) in Portuguese public Higher Education
Institutions (HEI), from a literature review between 2008 and 2013, triangulated
with the opinion of Higher Education teachers, using interviews. This contribution
emerges from the project “TRACER—Portuguese Public Higher Education Use of
Communication Technologies”, which aims to contribute towards the characteriza-
tion of HEI according to their adoption and use of CT in educational contexts.
T he literature review reports best practices, although with different approaches,
such as the frequency and satisfaction of using CT as learning support, the design of
teaching strategies, the roles and responsibilities of students and teachers, among
others. Current trends indicate the progressive integration of CT, namely Web 2.0
and LMS/VLE tools, in teaching and learning processes, containing a potential for
innovation, as well as motivation. Future trends are related to the increasing use of
CT for educational processes, highlighting the growing incorporation of mobile
devices, used at the service of collaboration between educational actors. Training
for the pedagogical use of CT is stated as relevant, considering the fast technologi-
cal change and principles advocated by the Bologna Process.
Keywords Communication technologies (cid:129) Higher education (cid:129) Best practices (cid:129)
Trends
L. Pombo (*) (cid:129) J. Batista (cid:129) A. Moreira
Universidade de Aveiro , Campus Universitário de Santiago , Aveiro 3810-193 , Portugal
e-mail: [email protected]; [email protected]; [email protected]
N. S. Morais
Escola Superior de Educação, Instituto Politécnico de Viseu, Rua Maximiano Aragão ,
Viseu 3504-501 , Portugal
e-mail: [email protected]
M. Pinto (cid:129) D. Coelho
Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto ,
Rua Alfredo Allen , P orto 4200-135 , Portugal
e-mail: [email protected]; [email protected]
© Springer International Publishing Switzerland 2016 1
M.J. Marcelino et al. (eds.), ICT in Education,
DOI 10.1007/978-3-319-22900-3_1