A
Direção-Geral do Património Cultural (DGPC) convida os espaços
museológicos que integram a Rede Portuguesa de Museus a juntarem-se a
estas comemorações através da realização de iniciativas no âmbito do
tema apresentado – “Os Museus como plataformas culturais – Museus e
Cidadania”.
Decorre
até 21 de maio a terceira edição do programa “Escritores no Palácio de
Belém”. O programa destina-se a proporcionar o encontro entre escritores
de obras recomendadas pelo Plano Nacional de Leitura e alunos dos
vários níveis de escolaridade.
BOULDER,
CO (April 30, 2019) – Personalized learning programs are proliferating
in schools across the United States, fueled by philanthropic dollars,
tech industry lobbying, marketing by third-party vendors, and a policy
environment that provides little guidance and few constraints.
In Personalized Learning and the Digital Privatization of Curriculum and Teaching,
Faith Boninger, Alex Molnar, and Christopher M. Saldaña, of the
University of Colorado Boulder, consider how we got to this point.
Beginning with an examination of the history of personalized learning
and the key assumptions made by its proponents, they review the research
evidence and reflect on the roles and possible impacts of the digital
technologies deployed by many programs.
As
the authors explain, these personalized learning products will continue
to be aggressively marketed, so policymakers and educators should be
prepared to critically evaluate those products and that marketing. They
need a clear understanding of the history and evidence if they are to
craft appropriate guidelines for personalized learning initiatives.
The
research brief’s specific findings are alarming. It reveals
questionable educational assumptions embedded in influential programs,
self-interested advocacy by the technology industry, serious threats to
student privacy, and a general lack of research support for personalized
learning programs. Despite the many red flags, however, the pressure
persists for the adoption of personalized learning programs. States, for
example, continue to embrace policies that promote implementation of
digital instructional materials but that do little to provide for
oversight or accountability.
Unless
guided by informed policies, linking personalized learning with
proprietary software and digital platforms can put important educational
decisions in private hands and compromise the privacy of children and
their teachers. It can also distort pedagogy in ways that stifle
students’ ability to learn and grow as people and as participants in
democratic civic life. By emphasizing data collection and analysis over
other instructional considerations, digital personalized learning
programs inevitably reflect a restricted, hyper-rational approach to
curriculum and pedagogy that reduces students’ agency, narrows what they
can learn in school, and limits schools’ ability to respond effectively
to a diverse student body.
Given
the current manifest lack of oversight and accountability, the authors
recommend that schools and policymakers pause in their efforts to
promote and implement personalized learning programs until rigorous
review, oversight, and enforcement mechanisms are established. They also
recommend that states establish an independent government entity
responsible for evaluating the pedagogical approaches, assessment, and
data collection embedded in digital personalized learning programs. This
new entity should also be responsible for implementing and enforcing
safeguards to ensure the security and privacy of student and teacher
data.
Find Personalized Learning and the Digital Privatization of Curriculum and Teaching, by Faith Boninger, Alex Molnar and Christopher M. Saldaña, at:
This research brief is made possible in part by support provided by the Great Lakes Center for Education Research and Practice: http://www.greatlakescenter.org
A Comissão Europeia dedica a 5.ª edição do Prémio da União Europeia para a Saúde, EU Health Award,
a iniciativas de cidades, organizações não governamentais (ONGs) e
escolas que contribuíram ou contribuem para a melhoria da saúde pública
na União Europeia, através da prevenção e redução da obesidade em
crianças e jovens.
Submissão de candidaturas até 13 de maio através do formulário de candidatura online.
Nos dias 21 e 22 de junho, a ilha de Santa Maria, nos Açores, recebe a segunda edição do encontro New Space Atlantic Summit. A “Estratégia Portugal Espaço 2030” e a recém-fundada Agência Espacial Portuguesa – Portugal Space
serão o ponto de partida para a discussão de temas como os processos e
produtos emergentes para impulsionar a exploração de dados e sinais no
setor do espaço através da utilização das aplicações e serviços baseados
ou possibilitados pelo espaço.
Integrado
na Iniciativa dos 7 Dias com os Media, o evento deste ano, subordinado
ao tema “Uma questão de inteligências”, inclui no seu programa a
conferência plenária " Uma Questão de Inteligências: artificial,
emocional?", um painel de partilha de práticas e vários workshops sobre
os media.
Este encontro realiza-se no próximo dia 10 de maio, no Auditório do
Agrupamento de Escolas do Cerco, no Porto. Está acreditado como ação
curta duração para Educadores de Infância e Professores do Ensino
Básico. A participação é gratuita, mas sujeita a inscrição, dado o
número limite de vagas.
K-12
educators remain skeptical that new technologies will dramatically
improve teaching and learning. In a recent survey conducted by the
Education Week Research Center, fewer than one-third of America's
teachers said ed-tech innovations have changed their beliefs about what
school should look like.
Technology Counts 2019
explores the question: With all the infusion of digital tools into K-12
schools, why is technology not leading to meaningful innovation in the
classroom? Subscribe so you can read the full report, and get complete access to all of Education Week.
Teachers
say the technology ecosystems they experience in their schools are
largely characterized by incremental, rather than transformational,
changes.
Fewer
than one-third of America's teachers say ed-tech innovations have
changed their beliefs about what school should look like, according to a
new Education Week survey.
When
it comes to school technology, Superintendent Doug Brubaker emphasizes
robust infrastructure, regular refresh cycles, and training. Taxpayers
and teachers are buying into the practical approach.
Enjoy the complete reporting provided in Technology Counts 2019. Subscribe to Education Week for more in-depth special reports and daily K-12 news. Enjoy unlimited digital access from every device when you subscribe today!
Find out how your entire organization can benefit from premium digital access and save with an Education Week group subscription. Feel free to forward this to a colleague and let them know about this new special report.
A
inteligência emocional refere-se à capacidade que uma pessoa tem para
reconhecer e identificar as suas próprias emoções e as dos outros. Esta
inteligência pode-se aprender e treinar, estando demonstrado que está altamente
relacionada com o êxito profissional e/ou académico e com menores níveis de
stress.
Mafalda G.
Moutinho
Aristóteles,
em Ética a Nicómaco, definiu
aquilo que é para mim a essência mais importante do conceito de inteligência
emocional, exemplificando-a da seguinte forma: — “Qualquer um pode ficar
furioso, isso é fácil. Mas ficar furioso com a pessoa correcta, na intensidade
correcta, no momento correcto, pelo motivo correcto e da forma correcta, isso
não é fácil.”
Este
conceito parece aliás que faz parte das nossas vidas desde sempre, estando
espelhado e multiplicado naquela secção de crescimento pessoal e bem-estar hoje
altamente procurada nas nossas livrarias. Tudo porque a nossa sociedade atingiu
níveis grotescos de ansiedade e de frustração fazendo com que se vivam 48 horas
em apenas 24 horas. Mas na realidade este conceito de inteligência que mergulha
bem fundo nas nossas emoções só surgiu em 1995 pela mão do jornalista e
psicólogo Daniel Goleman.
O
impacto do best seller Inteligência
Emocional de Goleman foi tão revolucionário e poderoso que a
revista Time
surpreendeu o mundo em 1995 com uma capa em que referia que não é o nosso
QI que nos vai garantir o êxito. O melhor indicador para o sucesso é na
realidade o QE, o quociente emocional, redefinindo assim totalmente o que
significa “ser-se inteligente”.
Com
o objetivo de partilhar saberes e práticas, a Direção-Geral da
Educação, em parceria com a Associação Portuguesa de Pais e Amigos do
Cidadão Deficiente Mental (APPACDM) de Lisboa, vai realizar, no dia 17
de maio, o Seminário Educação Inclusiva: Equidade – Participação –
Direitos – Valores – Progresso.
As inscrições decorrem entre os dias 9 de abril e 7 de maio.
As bolsas China Three Gorges Corporation
(CTG) têm por objetivo estimular os recém-diplomados da Universidade de
Lisboa a prosseguirem os seus estudos pós-graduados em Universidades da
China, contribuindo para valorizar a formação de nível superior
fortemente ancorada na investigação, para a valorização social e
económica do conhecimento e a participação ativa no progresso das
comunidades.
Esta
exposição tem como objetivo mostrar que o 25 de Abril teve realidades
diferentes em diversas zonas do país, fazendo-se repercutir dias mais
tarde nas diferentes regiões portuguesas.
Com imagens cedidas por várias Câmaras Municipais do País, esta
exposição poderá ser visitada de terça a domingo, até ao dia 28 de
abril, no Centro Cultural Malaposta, Olival Basto - Odivelas.
Como o objetivo de contribuir para a definição de uma estratégia, a nível de escola, no que se refere à Literacia para os Media, este curso, European Schoolnet Academy – MOOC (Massive Open Online Course),
destina-se a diretores, a professores dos ensinos básico e secundário,
bem como a todos os que se interessam pela Literacia para os Media, em contexto educativo.
Realiza-se no dia 29 de abril e as inscrições efetuam-se através de plataforma disponível online.
Are Preschool Programs Designed to Live Up to Their Potential?
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State-funded preschoolis
finally moving to the top of state policy agendas. In fact, state
preschool funding more than tripled between 2002 and 2017, to $7.6
billion, according to the most recent installment of the State Preschool Yearbook.
(The Yearbook is co-authored by National Education Policy Center Fellow
W. Steven Barnett and is published by the National Institute for Early
Education Research at the Rutgers Graduate School of Education, which
Barnett founded.)
Aaliyah Samuel of the National Governors Association notedin
November 2018 that 18 governor-elects talked about aspects of early
education on the campaign trail. In Colorado, Governor Jared Polis has proposedadding
8,000 new state preschool spots while also expanding free, full-day
kindergarten. With strong support from Governor Michelle Lujan Grisham,
New Mexico createda
new Department of Early Childhood Education and Care while adding $35.6
million in funding for early childhood programs. Perhaps most ambitious
is California Governor Gavin Newsom’s three-year planto
implement full-day preschool in that state for four-year-olds from
low-income families, with the eventual goal of universal access.
As a reform, state-funded preschool has great potential. In a recent articlein the peer-refereed journal AERA Open,
Barnett and his co-authors report that, on average, state-funded
preschool programs in the eight states they studied had positive effects
on language, math, and emergent literacy upon kindergarten entry. In an
earlier NEPC policy brief,
Barnett outlined longer-term effects of preschool education programs,
including higher rates of educational attainment, lower rates of
retention in grade, reduced odds of special education identification,
and less juvenile and adult crime. But he strongly cautions that only
high-quality programs can be expected to deliver such results.
“Policymakers should not depart from preschool education models that
have proven highly effective,” he recommends.
What does that mean?
National Institute for Early Education Research yearbooks
use research-based guidelines to rate state programs. These standards
are a good baseline indicator of the minimal standards states should
consider as they turn their attention to preschool education:
Standards alignment, cultural sensitivity, state support, and broad approach.
Comprehensive early learning and development standards should be
horizontally and vertically aligned with standards for older and younger
children. They should also be culturally sensitive. States need to
provide support (such as professional development) that helps schools
implement the standards. The standards themselves should address
physical well-being and motor development, social and emotional
development, language development, cognition, and general knowledge.
Curricular assistance. Schools also need assistance
with curriculum implementation. Support may include professional
development and guidance on program selection.
Professional preparation. Lead teachers should have
bachelor’s degrees and specialized training in early childhood
learning, pedagogy, and development. Assistant teachers should have a
Child Development Associate or comparable degree.
Professional development. Staff should receive at least 15 hours per year of professional development.
Manageable class size. Class sizes should be limited to 20 or lower. Student-teacher ratios should be 1:10 or lower.
Health. Students should receive vision, hearing and other health screenings and referrals.
Evaluative feedback loop. Programs should engage in
a continuous quality improvement system that includes collecting data
and using it to improve policy or practice.
Just three states
(Alabama, Michigan, and Rhode Island) met all these standards in 2017.
Given that the guidelines represent minimum baselines, not ideal
conditions, state programs are almost certainly missing opportunities to
maximize the benefits that preschool has the potential to offer. As
policymakers turn their attention to this important area of education in
the months to come, quality should be a core focus of their efforts to
improve early education.
O Dia Internacional dos Monumentos e Sítios, que se celebra no dia 18 de abril, tem como tema: Património e Paisagem Rural.
Nas comemorações destaca-se a visita que se realizará na zona de
Marvila, através de um percurso por este bairro histórico, serão
relembradas vivências rurais e industriais de outrora, mas sobretudo um
bairro que, tal como o resto da cidade, vive mudanças profundas.
O programa é gratuito, no entanto, é necessária inscrição prévia até ao dia 17 de abril.
A
iniciativa “Vem Ver”, permite aos estudantes — do 1.º ciclo do ensino
básico ao 12.º ano do ensino secundário — a possibilidade de contactar
com a Universidade.
Através da inscrição disponível online, no dia 24 de abril, poderá conhecer o Campus,
realizar atividades experimentais nos departamentos e esclarecer
dúvidas relativamente às áreas de estudo da FCT NOVA junto dos
coordenadores de licenciaturas e mestrados integrados.
