Boavida, Nuno, António Brandão Moniz, Reinhard Naumann, Isabel Roque, and Raquel Azevedo Case studies on digital labour platforms in Portugal: Final National Report of Project CrowdWork. Lisbon: CICS.NOVA, 2021.
AbstractThis report is the 3rd and final report elaborated for the project CrowdWork by the Portuguese team. The text provides the context in which digital platforms operate, as well as the main governmental initiatives in some of the sectors. Five case studies provide a description of each sector and an analysis of the existing / emerging collective
organisations, their promotors, rationale and extension. In the last chapter, the text presents our main conclusions and recommendations for policy making.
Coelho, T., and H. Rocha As características do jogo e o conhecimento profissional do professor: que pontos de contacto?. XVI Congresso Internacional Galego-Portugués de Psicopedagogia. Braga, Portugal, 2021.
AbstractFor most teachers, the use of games is not a common practice. This limited professional experience forces the teacher to reflect on the use of games, on how to integrate them into class work, and on how to enhance the development of learning based on them. Our objective is to analyse a set of game scenarios and study aspects that characterise each of them, relating these characteristics to aspects of the professional knowledge to teach with technology. The study adopts an interpretative and qualitative methodology that seeks to understand the relationship between teachers' choices and their professional knowledge. The main findings suggest that the different characteristics of the game scenarios imply the creation of different working environments in the classroom; enhance the emergence of different student difficulties, requiring different ways to support their work; allowing/promoting different conceptual approaches; and the work with different representations. These differences between the game scenarios point to different emphases on the teaching and learning knowledge and the chemistry knowledge, suggesting different mobilizations of the teacher's professional knowledge.
Botelho, M. C., and H. Rocha Conceptualizações do conhecimento do professor para a integração da tecnologia no ensino da matemática. XVI Congresso Internacional Galego-Portugués de Psicopedagogia. Braga, Portugal, 2021.
AbstractThe potential of technology for teaching and learning mathematics has been widely recognized. However, research has shown that the integration of technology into teaching practice has proved to be difficult, with teachers' knowledge and professional development being identified as a determinant factor. Although there tends to be a focus on the teacher's knowledge of technology, the literature suggests that attention needs to be given to how to integrate technology into teaching practice, thereby involving other types of knowledge. This awareness has led several authors, inspired by Shulman's work, to develop models or conceptualizations of the knowledge required for effective integration of technology.
This study is based on a literature review of the research conducted on the models TPACK - Technological Pedagogical and Content Knowledge, KTMT - Knowledge for Teaching Mathematics with Technology, and PTK/MPTK - Mathematical Pedagogical Technology Knowledge and aims to carry out an analysis of the similarities and differences between the models considered. The main conclusions reached suggest the existence of a common basis for the models considered, but also point to several differences between them, with some highlighting the role of technology and its impact on the teaching and learning process, while others aim to integrate into the model elements based on research on technology or theories related to technology integration, such as instrumental genesis.