Conference Proceedings ISATT Back to the Future: Legacies, Continuities and Changes in Educational Policy, Practice and Research

Transcription

1 Conference Proceedings ISATT 2011 Back to the Future: Legacies, Continuities and Changes in Educational Policy, Practice and Research 5-8 July 2011 University of Minho, Braga, Portugal

2 Published in Portugal by Centro de Investigação em Educação (CIEd), Instituto de Educação, Universidade do Minho ISBN: Organizers: Maria Assunção Flores, Ana Amélia Carvalho, Teresa Vilaça, Fernando Ilídio Ferreira, Palmira Alves, Isabel Viana, Isabel Barca, Ana Sofia Afonso, Carlos Gomes, Sandra Fernandes, Diana Pereira. Proceedings of the 15 th Biennial of the International Study Association on Teachers and Teaching (ISATT), Back to the Future: Legacies, Continuities and Changes in Educational Policy, Practice and Research, Braga, University of Minho. 2

3 Table of Contents 1. About the Conference Main Theme and Subthemes Committees FULL PAPERS THEME 1 - TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT A Self Induction Workshops as Reflective Support Groups for Beginning Teachers The Fuzziness of Failing Student Teachers Indicators and Procedures TPACK: Challenges for Teacher Education in the 21st Century The BeTeBaS-Questionnaire: an Instrument to Explore the Basic Skills of Beginning Secondary Teachers Teacher Education and the Best-Loved Self Literacy tea Utilising case study to develop an interpretive theory to address organizational and individual issues in teacher learning in a school site Researching Impact o Practices Inclusion in Brasil: A Collaborative Consultation Program as Support for Teachers in Public Schools Measurement of Professional Competence in the Domain of Economics of University Students in Economics and in Business and Economics Education Comparison of the (Old) Diploma and the (New) Bachelor Degree Developing the Pedagogical Sharing in the Preservice Teacher Education Personal and Professional Development of Teachers of the Early Years of Schooling in Higher Convergence Between Practice and Professional Development of Teacher Educators in Pedagogy Courses in the Light of Curriculum Development Theories School Teachers Research as a Regular Part of the Subject Didactics in the Teacher Education Memory, Youth And Culture Education: A Focus On Development Of Teaching

4 109 - Survey Intervention: Teacher Training from a Professional Development Perspective on Online Continuous Training Courses Contextualistic Insight to Judging Good Practice: Dynamics of Professional, Situational, and Personal Contexts in Teaching Professional Mathematics Teacher Identity in Pre-service South African Teachers: A Case Study Brazilian University and National Network of Continuing Education of Teachers: Boundaries and Advances to Professional Development Social Representations of Teachers about Teaching: Professional Dimensions Perceptions about Collaborative Consultation in the View of Reflective Field Notes Constructed by Teachers in Regular Public School Student Teaching Abroad and the Development of the Culturally Competent Classroom Teacher: Transformation from Diverse Experience Who are the Teacher Trainers? A Gender Perspective The Best Mirror is a Critical Friend: Pathways to Critical Friendship (R)Evolutionary Road: A Preliminary Discussion upon Changes in Academia and its Professionals Perceptions of Physical Education Teachers in the Exercise of the Profession- a qualitative approach Reinterpretation of the Experiences of Teacher Education and Professional Development: the Role of Interactions among Pre-service Teachers and their Trainers Universities and the Professional Preparation of Teachers in Scotland: an Uneasy Alliance? The Professional Progam of Teacher Education. The Representation of the Students Implicit in Teaching: a Contribution to the Development of the Proficient Teaching Reform and Recontextualization of Policies: the Role of Supervisors in Brazilian Public Schools Relating Self-study to Life History: A New Approach to the Study of Teaching Practices Teaching of French in Upper Secondary Education: Improvement of Interactive Speaking Proficiency through Peer Feedback Teacher Professional Development through a Teacher-as-Curriculum Maker Lens Developing Experience-Based Principles of Practice for Teaching Teachers The Impact of Organizational Climate in Schools on the Transfer of Post-initial Master Studies Nursing Teacher Formation: Experience-Based Learning Analysis of the Changes The (in)visible Body in the Nation-Wide Syllabi Parameters Elementary School REFORMULATION OF UNDERGRADUATE COURSES IN BRAZIL: NEW DIRECTIONS?

5 281 - The Teacher Training Literacy: Approaches, Processes and Practices Teacher Development Through Iterative Processes Learning Study and Design-based Research Formative Process in Veredas Project and Reflexes in Pedagogical Practice of Participants The Importance of Training Didactic-Pedagogical in Postgraduation Courses Teaching and Teacher Training: A Vicious or Virtuous Circle? Teachers-researchers: Between what they think and what they do New Teachers in Collaborative Work: Physical or Virtual? How Do We Define and Evaluate Preschool Quality? Swedish Pre-school Teachers in a Discoursive Crossfire The Teaching Practice, The School as locus of Training and the Mentors of the Teacher Training in Initial Pedagogy Training Self-Efficacy Beliefs of Brazilian Student Teachers of Physical Education in Situations of Teaching Practice World Bank, IMF and WTO and the Interference in the Brazilian Educational Policies at the end of the Twentieth Century and in the First Decade of The Twentieth Century Teacher Education Policies in Brazil From 1990 to 2010: The Education Course in Question The Pedagogical Formation of Postgraduate Students for Higher Education in a Brazilian Public University The Didactic Knowledge of First Cycle Teachers in the Teaching of Geometry Faculty Seminars as Means for Teacher Educators' Professional Development Teacher Professional Development Programmes in Mathematical Literacy, Natural Sciences and Technology Education: Establishing Foundational Features Student Research and Service-Learning for Community Enhancement: Case studies THEME 2 - EDUCATIONAL LEADERSHIP IN CONTEXT New Scopes for the Training of Educational Administrators, Based on a Reflection on Their Role Enhancing Teachers Agency with Valuing Them: The Link Between Teacher-rated Servant Leadership of Principals an A Study on Perceived Principal Support and Principal-Teacher Communication with Teacher Job Satisfaction among the Key High School in Xi an, China School Principals in Spain: From a Bureaucratic Orientation to Educational Leadership A Research Project on Learning-Centered Leadership and its Impact on Improving Academic Achievement in Spain Towards the Reinterpretation of Curriculum Leadership with a Focus on Its Relation to the Professional Learning Community

6 98 - A 'Learning Community': A Process Analysis Intended to Serve as a Collaborative Model for Teacher Training Teaching Self-Efficacy and Burnout: a Brazilian Study The Shared Construction of Reading and Writing: Diversified Activities in the Classroom Professorshipness Actions: The Building of Teaching Learning Academic Self-Efficacy and Learning and Study Strategies: Brazilian Students Perceptions Support to Educational Leadership From School Counselors. The Spanish Case Challenges to Promoting Quality in Pre-Service Practicum Experiences Efficacy Beliefs at School: Perceptions of Principals, Teachers and School Collective THEME 3 - LEARNING COMMUNITIES AND NETWORKS Service-learning as a Model for Establishing Partnerships between Student Teachers and their School Communities: Opportunities and Challenges Social Networks as Spaces for the Professional Development of Teachers Teacher Professionality and Professional Development in Communities of Practice The Case of Collaborative Groups A Model for Utilising Social Networking for Academic Adjustment Purposes Signs of Construction of a Professional Development Community in Language Education: A Case Study Gift-giving Technologies as a Learning Tool An Awareness-action Framework for Engaged and Transformative Schools Advancing Educational Equity and Inclusion with Communities Empowered Students and Teachers-researchers: Sharing Knowledge with Each Other Older People Motivations and Interests in Learning Computers A Grounded Theory Study MediaIntertalking An International Learning Community on Media Literacy Schools - The Art of Weaving Networks in Education Instrumental Group Teaching: An Agenda for Democracy in Portuguese Music Education THEME 4 - TEACHING IN A DIGITAL CULTURE Synote: A Free Collaborative Multimedia Web Technology Helping Teachers and Students Transform Teaching and Learning in Schools, Colleges and Universities Between Cutting Edge and Bidonville: A Reflection about Elearning Homeschooling: Perspectives of Learning without an Educational Institution Before the New Technologies Beyond to the "Deficit of Meaning" in Science Teaching: An Experience of Tutoring at the Open University of Brazil A Proposal for the Evaluation of Educational Robotics in Basic Schools

7 159 - Found among Students and Teachers Object Material Educating Teachers in ICT: from Web 2.0 to Mobile Learning Audiovisual Materials and Environmental Education: Experiences of Teachers in a High School Digital Literacy and the Construction of Meaning Laptops for Students: Strength and Weakness of the Portuguese Initiatives Citizen Digital Emancipation and 1 to 1 Model: New Cognitive Regimes for the Use of Laptops in Schools? Digital Natives: What and How Much they Learn While The The Impact of Digital Technologies and the Suffering Psychological of the Teacher Before the Teaching and Learning Process From Homo Sapiens to Homo Zappiens: Psychological Suffering of Teachers Before the Digital Technologies M-learning in the Process of Teaching and Learning: Reflections and Opportunities Immersive Learning: a Current Future for Graduate and Postgraduate Programmes The Potential of E-learning in ICT Training Teachers Continuous Teacher Formation in Virtual Learning Environments: Risks of Depersonalized Pedagogical Relations Teacher Learning in Transition: Participatory Practices in Digital Age Environments THEME 5 - CHALLENGES IN HIGHER EDUCATION University Students and Teachers International Mobility - Is it Worth? Educational Policies in Brazil and Portugal: The Local Government Current Demands for Teaching in Higher Education - The Role of Students Crafting Programs to Stimulate Student Engagement and Persistence in Higher Education ects and Actions Internal Quality Assurance at the University of Alicante: Process and Prospective Design of Media: Didactic Guide to Competences Development Being a University Teacher in Times of Change - The Academic Profession and its Reconfigurations Monitoring Student Progress System - A Portuguese Discussion Proposal Professional Hierarchy, Vocation and Higher Education

8 316 - Freshmen University Students in Latin America: What Young Students at Universidad Nacional De Córdoba Know, Do And Think About ICT Academic Dishonesty- Understanding How Undergraduate Students Think and Act Mathematics Intervent Learning and Teaching of Mathematics: an Activity Theory Approach History of the Law in the Curriculum: Analysis of an Experience THEME 6 - RESEARCH, KNOWLEDGE AND CHANGE Why do they Change? Teaching Mathematics Using Inductive Approach Enhances Learning: A case of Grade 11 Classes in Gauteng Province, South Africa Assessing the Quality of Research: Development of a Framework Traces of Europe: Whether the National Curriculum in Sweden Supports Teaching and Critical Discussion about European Identity Conceptions of Portuguese Primary School Teachers about Science Education: Their Relevance in Innovative Classroom Activities Graduation Higher Education Effectiveness of Cognitive Conflict Strategy In A Humanity Class Stoichiometry Concepts at Ordinary Level Education for Citizenship in Spain: Students Conceptions of Citizenship in Secondary Schools Territories and Rural Education in the Serras do Brigadeiro Problem Setting and Reflections on One Teacher- Students Be Subjects of the Relationship with Knowledge in Physical Education Classes? External Evaluation of Schools in Portugal: Framework and Results Science Textbooks as Questioning and Problem-Based Teaching and Learning Promoters: Change or Continuity? Photographic Images of Teachers: a Visual Journey of Teachership in Municipal Schools of Rio de Janeiro in the end of the 19 th Century and Beginning of the 20 th Century A New Exportation of Technology Island: Inquiring the Science Background Parents Expectations in Science Curriculum of Waldorf School in Taiwan

9 315 - Laptops for Students: Strength and Weakness of the Portuguese Initiatives Ana Amélia Amorim Carvalho Department of Curriculum Studies and Educational Technology, Institute of Education, University of Minho, Portugal aac@ie.uminho.pt Abstract: This paper focuses on the Portuguese initiatives to offer laptops with Internet connection to students at a r -2006), - -escola) ( escolinha) with Magellan ( ), - -school initiatives are briefly described and criticized with regards to its strengths and weaknesses as well as Keywords: Laptops, Initiatives, ICT, Teachers training INTRODUCTION Several countries adopted the initiative One Laptop per Child launched in United States of America and reported their effects on teaching and learning such as in the United Kingdom (BECTA, 2004) or in New Zeland (Cowie et al., 2008). In Portugal, five initiatives characterize this laptop adoption process by teachers and students from the academic year of to escola), competencies and training in order to integrate laptops in the classrooms. Schools, teachers and laptops initiative This allowed schools to apply for 24 laptops, a multimedia projector and one wireless access point. Of those 24 laptops, 10 were for teachers to use individually and professionally and the remaining 14 were to be used by the teacher with his/her students in the classroom. Access to the initiative was made through an open call which was an innovative and important method for engaging teachers and schools in the use of ICT. Most schools (95%) from the second and the third cycle of primary and secondary applied for it. The duration of school projects could take one, two or three years, namely , and The public announcement call included the regulations under which the proposals were accepted and evaluated. It includes the use of computers, networks and the Internet by students and teachers; the production of class materials using laptops; visible evidence of the contribution made towards school teachers professional development; use of the computer as a school management instrument; and the availability of information regarding project development on the Internet. Each project proposal had to define: goals to be achieved, activities to be developed in addition to its chronogram; number of laptops necessary, the name of teachers enrolled in the project; professional competencies to be developed; teachers training needs and support; indication of the departments and courses involved; students to become involved, outcome indicators, and project evaluation criteria. The project activities should also include the policy for equipment use as well as their assignment to teachers and students. Table 1: Number of schools participating in the Initiative and number of laptops Region of Number of schools Number of Portugal f % laptops North ,585 Center ,949 Lisbon ,396 Alentejo ,243 Algarve ,538 Total 1,164-27,

10 The number of laptops distributed in 1,164 schools was 27,711 (table 1). This initiative was very well accepted by schools being as 95% of them applied to it. A study regarding this initiative was conducted by Ramos et al. (2009) which included quantitative data pact on schools, teachers and students. Two questionnaires were developed to collect data from schools and teachers. The study also included qualitative data collected using an ethnographic study which aimed to analyze and comprehend the impact of the initiative and understand the innovative approaches in class. Ten schools were analyzed as case studies, including 50 statements from teachers and 100 student interviews. Data presented in this paper regarding this initiative is based on Ramos et al. (2009) report. The population of this study includes the schools and teachers enrolled in the Initiative. The questionnaire was completed by 736 schools (63%), the school executive board, and by 4,666 teachers (33%). Table 2: Age and gender of the respondents teachers (n=4,666) Items Variables f % Age <25 years , , > Did not reply 12 - Gender Female 2, Male 1, Did not reply 19 - In what concerns the teachers age, 46,5% range between years of age and 33.3% between (table 2). The majority of respondents were females (64.5%). More than half of the respondents (52%) possessed 10 to 19 years of teaching experience, 21% 20 to 29, 17.7% 0 to 9, 9.1% 30 to 39, and 0.1% 40 to 49. Most respondents were Mathematics, Biology and Geology, Physics and Chemistry, Portuguese and Computational Science teachers. The schools administrators considered that the initiative results were positive in what concerns student involvement, previous outcomes and results achieved. The less successful one was teacher training. However, the project contributed to professional development through the possible training, self-learning, and peer learning. The laptops were mostly used in teaching classes followed by the production of pedagogical materials. Laptops were also used for team work as well as for working with students in educational projects. They were less used in school management. The Centers of Competencies to support the use of computers and Internet in schools (CRIE), disseminated in the country supported educational activities in schools. Each Center had to collect data regarding the project development. The Center staff had meetings with the teachers in each school and later reported the situation. From 1,212 schools from the 2nd and 3rd cycle of primary and secondary school, 1,164 involved themselves in this initiative (table 3). Each laptop was used by an average of 3.5% of teachers and 20.5% of students (Ramos et al., 2009). The study allowed the identification of the major difficulties experienced during this process in schools. One of the major constraints is related to the number of laptops per school; followed by technical difficulties with laptops and Internet access; the organization and management of rooms and timetables for teachers and students; the articulation and interaction between teachers, and the lack of teacher training in the educational use of laptops and ICT. It is also important to note that some schools waited long for the equipment to be delivered. The worst situation was the lack of teacher training in ICT. 879

11 Table 3: Main indicators of the Initiative (Ramos et al., 2009, p. 31) Entity Indicators f Schools Number of schools (2 nd and 3 rd cycle and secondary) 2,112 Number of schools applying to the Initiative 1,181 Number of school projects approved 1,164 Number of school projects not approved 48 Number of schools participating in the evaluation 736 Teachers Number of teachers involved in the school project 13,968 Number of teachers participating in the evaluation 4,666 Number of teachers that used the laptops 40,591 Students Number of students that used the laptops 333,086 Laptops Number of laptops 27,711 Maximum number of laptops per school 48 Minimum of laptops per school 14 The initiative did not contemplate teacher training. Teacher training had to be carried out by the school. This option was not well succeeded. Many schools had difficulties in providing appropriate training. The advantages of the initiative, according to Ramos et al. (2009), are related to the portability of the technical equipment, teacher motivation and the students using laptops, better access to the equipment, and an ICT modification in teaching. The students were more interested in learning and showed more interest in the activities developed using a laptop. The school laptop project involved teachers, school administration and an effective participation of the school community. Each school and its participants get involved in a shared project supported by all members. The impact of the initiative on the school dynamic is related to the augment of laptop use in the classroom. In most schools, laptops were used in different classrooms taking advantage of its portability however, in some schools laptops were always in a specific room such as a computer lab. Table 4: Use of laptops in the classroom (n=4,666) Use of laptops in the classroom f % Did not use Once or twice per term Once or twice per month 1, Once or twice per week 1, Every day Did not answered 27 - The teachers indicated that 1.4% did not use laptops in the classroom, 14.8% used it once or twice during each term, 27.1% used it once or twice per month, 42.9% used once or twice per week and 13.7% used the laptops daily (table 4). These percentages prove the effort put forth by teachers in order to integrate the laptop in their classrooms. The laptops in the classroom were used to present content (58%), searching information online (50%), group work (50%), project work (48%), solving exercises or problems (39%). The impact of the initiative on teachers and teaching is related to the diversity of pedagogical strategies, the production of materials and resources, and a facilitated access to ICT for teachers and students. Ramos et al. (2009) identified that teachers required technical and pedagogical training in accordance with the goals of each project. The need for technical support as well as school equipment and laptop maintenance was also identified. e-school (e-escola) Initiative - -escola) was launched in and offered laptops with Internet access (Mobile broad band) to 10th grade students, teachers and students of New Opportunities (Novas Oportunidades) programs at a reduced price. In , this initiative was expanded to students from the 5th grade to the 12th grade. The price depended on the they would receive a free laptop and pay a small amount for the Internet connection (table 5). 880

12 Table 5: Acquisition of laptops and Internet connection School Social Support e-school levels Acquisition A Level 1 Free laptop. B Level 1 Free laptop. C Level 2 Free laptop. Students with no SSS Level 3 discount to regular prices. e-little school (e-escolinha) Initiative - -escolinha) was launched in The netbook Magellan is for primary students only. The netbook is free for students with a very low family income. The Internet connection was not mandatory. The Magellan includes some educational software (GCompris). It contains Windows XP and Linux. A survey was conducted to primary school teachers from May to July ,473 teachers completed the questionnaire online (GEPE, 2010). Most teachers (74%) considered the initiative good (55%) or very good (19%). More than half of the teachers considered that the laptop stimulates creativity in students (68%), augments students interest in learning (59%), and stimulates teacher work (53%), table 6. The respondent teachers are divided when it comes to the Magellan effects on learning: improving (50%) or not learning results. Less than half of the respondents (49%) indicated that the laptop is an indispensable learning tool. All of them, except 14%, considered that Magellan is useful for other things rather than playing games only. Table 6: Use of Magellan Disagree Not agree nor Agree disagree Stimulates creativity in the child Augments the child interest in learning Stimulates the teacher work Improves learning results Is an indispensable tool for learning Is useful for playing games only Most teachers (92%) referred that they use the Magellan in the classroom. Most used activities that would teach the child how to use the laptop (93%), access the Internet (79%), browsing and searching the Web (78%), reading (71%), doing content presentations (64%), listening to music or watching videos (60%), and accessing the digital library (59%). With less use, we have drawing (47%), playing games (40%), sending messages (29%), and supporting homework correction (23%). Teachers use the laptop to teach Portuguese (95%), Environmental Studies (90%), Mathematics (67%) and Arts or Physical education (37%). Table 7: Use of Magellan per discipline Disciplines % Portuguese 95 Mathematics 67 Environment Studies 90 Arts or Physical education 37 In terms of the frequency of use in the classroom, the highest percentage is 49% indicating once per week (table 8). They were also asked if they use the resources available in the School Portal to prepare their classes: 33% did and 65% did not. Although most of the respondent teachers are using Magellan in the classroom, the daily frequency of use is still very low (8%). One possible explanation is the lack of training in using Magellan and ICT in the classroom. 881

13 Table 8: Frequency of Magellan use in the classroom activities Frequency of Magellan use in the classroom activities % Everyday 8 Four days per week 4 Three days per week 14 Two days per week 24 One day per week 49 Did not reply 2 Learning and Innovating with the ICT Initiative -2013, promotes the educational use of ICT in until the 15th of December The idea of an open call was used again, as was done in the initiative o submit a project that used the laptops. The open call announcement privileges the 1st Cycle of primary school, the use of Learning Management Systems, and the production and sharing of digital educational resources. One hundred schools were selected. The approved projects will be carried out until the end of the academic year of e-school 2.0 Initiative On the 8th of February 2011, the initiative e-school 2.0 (e.escola 2.0) was launched. It follows the initiative e-school, maintaining the offer of laptops and Internet access, with no cost to the State. It intends to promote the creation and usage of educational contents, and intends to motivate the use of the next generation networks (NGN). The initiative e-teacher (e-professor) was launched in , allowing teachers to buy laptops and Internet connection at reduced prices. The initiative affected kindergarten educators and teachers from primary and secondary schools. Until 2005, some ICT training courses were available in Teachers Training Centers, but they were not mandatory. Teachers could choose ICT courses or other subjects. In , teachers received training regarding the Learning Management Systems Moodle. This training was demanded by the Ministry of Education and was mandatory for teachers. In 2009 ii, a plan for training teachers in ICT Competencies was developed and is being implemented in Teachers Training Centers (table 9). Three levels of teachers ICT competencies were identified (table 9), and level 1 and 2 are compulsory to all teachers. Table 9: Levels of ICT competencies for teachers ICT Competencies Description Level 1 Digital Competencies Access and use of digital information. Writing digitally. Safe Internet. -Editing digital pictures and organizing register data in spreadsheets; -or organizing register data in spreadsheets and data bases organization and creation; -or synchronous and asynchronous communication online. Creation of presentations. Level 2 ICT Pedagogical and Professional Competencies Two mandatory trainings: -Teaching and learning with ICT (applied to the disciplines the teachers teach) -Assessment of learning with TIC. Two optional trainings: - Multimedia interactive whiteboards Or -LMS. -School library, literacies and curriculum. - ICT Special Needs. - Digital educational resources: production and assessment. -Educational e-portfolio -Leadership and technological modernization of the schools. -Coordination of ICT projects. Level 3 ICT Advanced Competencies Master and PhD Programs in Higher Education. In 2010, almost all teachers received training in multimedia interactive whiteboards. The training for each course of level 1 or 2 takes 15 hours. 882

14 CONCLUSION The objective of having teachers and students using laptops was achieved. The initiatives were important in motivating teachers and students to use laptops in the classroom, to access the Internet and collaborate with others. Nowadays, in Portugal, 98% of students aged 9 to 16 years have internet access. There has been an effort to offer teachers ICT training.. Firstly, ICT training was optional mainly during the nineties and before In 2009, a plan for training teachers in ICT Competencies was developed and is being implemented. However, the number of hours per session (15h) is insufficient for teachers to feel comfortable with ICT. Students from the 2nd cycle of primary school to secondary school could buy a laptop with Internet connection at a reasonable price. However, most of them do not bring their laptop to the school because it is heavy (3kg), as was reported in the studies of Moura & Carvalho (2008) and Certal & Carvalho (2011). The Magellan is lighter (1,4kg) but teachers do not use it daily. More specific ICT training is necessary. We may conclude that many things change the way some teachers teach nowadays. However, we must enhance the number of teachers using ICT in an educational context. More training and pedagogical support is necessary. REFERENCES BECTA (2004). What the research says about portable ICT devices in teaching and learning. BECTA. Available at eorderingdownload/15002.pdf.pdf Certal, F., & Carvalho, A. A. (2011). Estudo sobre receptividade ao m-learning no ensino básico. In P. Dias & A. Osório (org.),. Braga: Centro de Competência da Universidade do Minho (in print). Cowie, B., Jones, A. Harlow,A., McGee,C., Cooper,B., Forret et.al. (2008). Laptops for Teachers Scheme: TELA. TELA: Laptops for Teachers Evaluation. Final Report Years Report to the Ministry of Education. Research Division - Ministry of Education of New Zeland. Creswell, J. (2004). Planning, Conducting, and Evaluating Quantitative and Qualitative Research. NY: Prentice Hall. GEPE (2010). Inquérito aos professores sobre a utilização do Magalhães 2009/2010. Lisboa: GEPE. PTE (s.d). Plano Nacional de Competências TIC. Available at documents/pte_documentos/ pdf Moura, A., & Carvalho, A. A. (2008). Das Tecnologias com Fios ao Wireless: implicações no trabalho escolar e colaborativo em pares. In P. Dias & A. Osório (orgs), Ambientes Educativos Emergentes. Centro de Competência: Universidade do Minho, Ramos, J. L., Espadeiro, R. G., Carvalho, J. L., Maio, V. G., Matos, J. M. (2009). Iniciativa Escola, Professores e Computadores portáteis: estudos de avaliação. Lisboa: DGIDC. Work developed in CIEd, University of Minho. 883