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Tinoca gomes valente 2014 the eduscratch case: supporting the development of key competences in school curricula
This document discusses the Eduscratch case, which supported the development of key competences in school curricula through Scratch programming. It involved 21 partners from 10 European countries. The case involved teacher training workshops on Scratch, classroom projects using Scratch, and the development of an online community of practice to support teachers. Evaluation found that the case was successful in engaging teachers and students, and supported the integration of ICT and key competences in the curriculum, though large-scale evaluation is still needed. The document encourages readers to get involved by sharing initiatives, becoming members, and engaging with project outcomes.
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Tinoca gomes valente 2014 the eduscratch case: supporting the development of key competences in school curricula
- 1. THE EDUSCRATCH CASE: SUPPORTING THE DEVELOPMENT OF KEY COMPETENCES IN SCHOOL CURRICULA LUÍS TINOCA MARIA JOÃO GOMES LUÍS VALENTE
- 2. AGENDA • CONTEXT • THE EDUSCARTACH CASE • SUBSTANCE RELATED ISSUES • PARTNERSHIPS • STRATEGY • MAINSTREAMING • EVALUATION
- 4. PARTNERS • 21PARCEIROS DE 10 PAÍSES EUROPEUS • EUROPEAN SCHOOLNET (COORD.) • 6 MINISTÉRIOS / DEPARTAMENTOS DE ESTADO • 8 PARCEIROS ACADÉMICOS • 6 OUTROS PARCEIROS E CONSULTORES
- 5. Agreeing on anoperational definition How do we define the concept of Key Competences for the purpose of our network’s activities? ‘ A c o m p e t e n c e r e f e r s t o a c o m p l e x c o m b i n a t i o n o f k n o w l e d g e , s k i l l s , u n d e r s t a n d i n g , v a l u e s , a t t i t u d e s a n d d e s i r e wh i c h l e a d t o e f f e c t i v e , emb o d i e d h uma n a c t i o n i n t h e wo r l d i n a p a r t i c u l a r d o m a i n . ’ Hoskins B., Deakin Crick R., (2010) Competences for learning to learn and active citizenship: different currencies or two sides of the same coin?, European Journal of education, Vol.45, N°1, Part II, pp.121-138
- 6. Website, case notesand studies, videos, newsletter, etc. Spread of stakeholders in countries covered Other EU countries 2 main working areas Public debate, legislation, change in curriculum, pilot project, experiment, strategy, etc. Phases, role of various stakeholders, evaluation, etc. Identifying analysing mapping KCD INITIATIVES & IMPLEMENTATION STRATEGIES Increasing network influence through dissemination and membership Co r e r emi t : i d e n t i f y i n g a n d a n a l y s i n g eme rgent s t r a t e g i e s i n imp l eme n t i n g k e y c omp e t e n c e s i n t o e d u c a t i o n r e f o rms , a n d p r o d u c i n g r e c omme n d a t i o n s .
- 7. KEY COMPETENCES Communicationin the mother tongue Communication in (multiple) foreign languages Math competence and science and technology competences Digital competences Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression
- 8. How to implementa holistic approach for an effective change in the student curriculum? Teacher training Student assessment Learning resources School organisation Major focus Enabl ers? Obstacl es?
- 9. A troubling divide Policy making Research Practice
- 10. A PERMANENT DIALOGUE 10 Policy Research Practice
- 11. Our methodology Casenotes April-June 2012 May-Sept. 2013 Case studies Feb-April 2013 Jan.-March 2014 IDENTIFY Mapping & country sheets Dec.2012 Dec. 2013 Dec. 2014 RECOMMENDATIONS Nov. 2014 Peer study visits Nov. 2012 Sept. 2013 June 2014 Videos Dec.2012 Oct.2013 Sept. 2014 ILLUSTRATE DISSEMINATE K e y C o N e t w e b s i t e / l e a r n i n g c o m m u n i t y Op e r a t i o n a l f r om A p r i l 2 0 1 2 Identifying existing networks April 2012 L i t e r a t u r e r e v i e w 1 s t v e r s i o n : S e p t . 2 0 1 2 Initiatives March /April 2012 Jan.- May 2013 ANALYSE DISCUSS Increasing membership National networking events March-May 2012 Nov. 2013 Sept. 2014
- 12.
- 16. CONTEXT • SCRATCHLANGUAGE • ICT & MUCH MORE • SINCE 2009 • TEACHER TRAINING
- 17. CONTEXTUAL INFLUENCES +ICT COMPETENCES IN THE CURRICULUM SINCE 2007 - RECENT REFORMS (2012) - ICT - PROJECT WORK
- 18. SUBSTANCE-RELATED ISSUES •IN-SERVICE TRAINING • 15-HOUR OFFICIALLY-CERTIFIED WORKSHOPS • CLASSROOM PROJECTS
- 19. PARTNERSHIPS • MINISTRY • SAPO WEB PORTAL • MEO CABLE TV
- 20. STRATEGY • TEACHEREMPOWERMENT • (ONLINE) COMMUNITY OF PRACTICE • VOLUNTEERS
- 21. MAINSTREAMING • OFFICIALSUPPORT • DEDICATED TEAM • EQUIPMENT
- 22. EVALUATION • PARTICIPATINGTEACHERS • NATIONAL SEMINARS • STUDENT PROJECTS • ONLINE RESOURCES • NEED FOR LARGE-SCALE EVALUATION
- 23. How can YOUget involved? I. Share your key competence development initiative/s with us by drafting case notes on the basis of guidelines that your national coordinator will provide you with. II. Apply to become an associate or full member of the network by indicating your interest to your national coordinator. III. Engage with the project’s outcomes which will be provided on our website as they become available during the network’s 3 year lifetime.
- 24. Visit our website! LUÍS TINOCA [email protected]
Editor's Notes
- #5 Trata-se de uma rede de 10 países diferentes - Áustria, Bélgica, Finlândia, França, Eslováquia, Estónia, Irlanda, Noruega Portugal, Suécia - que em articulação com a comunidade europeia, particularmente com os projetos European Schoolnet e Lifelong Learning da associados ao Diretorado Geral para a Educação e Cultura da Comissão Europeia constituíram a rede fundadora. A rede envolve instituições universitárias, instituições responsáveis pelas políticas educativas e associações profissionais com ligações à educação. A ideia é que englobe também escolas e professores. Pretende-se que o projeto de desenvolva com uma vertente de Investigação/Definição de Políticas/ Promoção de práticas
- #8 A Recomendação do Conselho e do Parlamento Europeu de 18 de dezembro de 2006 (2006/962/EC) elenca este conjunto de competências, ou de áreas de competências, cuja relevância é indiscutível.