Centro de Compet

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Centro de Competência Nónio Século XXIFaculdade
de CiênciasUniversidade de LisboaAims, Scope
and Activities2003/2004
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PrinciplesThe use of ICT in education should
aim the transformation of teachers practices
avoiding the simple reinforcement of the
efficiency of traditional methods or the updating
of the school.
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Domains Number of teachers Number of schools
Mathematics 37 21
Sciences 16 9
Multimedia Production (blended learning)
Introduction to Multimedia in Education 22 11
Educational Uses of Web Publication (level I and II) 28 10 13 5
Macromedia Flash MX 20 11
Macromedia Director MX 15 7

Discipline ICT 20 9
Special Needs 9 5
ICT in Kindergarten and Primary 13 8
Resource Centres 11 6
General sessions (ICT in education) 153 10
Specific sessions ICT in specific topics) 34 3
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ICT in pre-service teacher education programmes
in PortugalPreliminary Results of an ongoing
studyJoão Filipe MatosCláudia
RodriguesCentro NónioFaculdade de Ciências da
Universidade de Lisboa
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Aim of the studyanalysis of the situation in
higher education institutions regarding the
trainning in ICT of prospective teachers -
comparing with results from the 1998 survey
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2. Methodology- population all the Portuguese
public and private institutions that run
pre-service teacher trainning programmes-
survey- questionaires to be filled on-line
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QuestionairesPart I- general information
about the institutionPart II- detailed
information about the programmes and courses in
each institution
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Sample - institutions
Table 1
Type of institution Public univ. Public Polythec Private univ. Private Polythec
Total of institutions 22 15 6 14
Sample part I 20 9 4 13
Sample part II 17 7 2 13
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Table 2 Number of students that concluded the
pre-service teacher trainning programmes
Type of institution Public Univ. Public Pol. Private Univ. Private Pol. TOTAL
1998 1427 538 17 806 2788
1999 1779 535 15 1367 3696
2000 2007 505 47 1415 3974
2001 1977 760 75 1251 4063
2002 2057 961 57 1610 4685
2003 2067 930 87 1670 4754
Average (6 years) 1886 705 50 1353  3994
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Sample pre-service programmes
Table 3
Type of institution Public univ. Public Polythec Private univ. Private Polythec
K teachers 5 7 0 8
1-4 Teachers (1ºC) 4 19 0 33
5-6 Teachers (2º C) 4 23 0 27
7-9 Teachers (3º C) 33 0 2 0
10-12 (Secondary) 40 0 2 0
Programmes in the sample 49 38 2 45
Total of programmes 108 69 10 66
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Sample pre-service programmes
Table 4
Type of institution Public univ. Public Polythec Private univ. Private Polythec
K teachers (3) (4) 0 (0) 8 (3)
1-4 Teachers (1ºC) (6) 19 (30) 0 (0) 33 (16)
5-6 Teachers (2º C) (10) 23 (24) 0 (1) 27 (13)
7-9 Teachers (3º C) (32) 0 (0) 2 (2) 0 ( 1)
10-12 (Secondary) (38) 0 (0) 2 (3) 0 (1)
Total programmes in the sample (49) 38 (34) 2 (3) 45 (20)
Total of existing programmes 108 69 10 66
(data from 1998)
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Preliminary results
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Preliminary results
Table 5 Average number of credits of the
courses, by pre-service teacher trainning
programme
  Public University Public School of Ed Private Univ and Schools of Ed
Courses dedicated to ICT  4.4 (2.7) 2.5   (5.7)  3.7 (6.6)
Other courses using ICT and/or reflecting on ICT in Ed 4.9 (4.0)   4.3 (12.4)   5.2 (13.8)
in ( ) data from 1998
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Preliminary results
Table 6 Average number of credits of the
courses, by pre-service teacher trainning
programme according to the type of programme
  K - 4 5 - 12 Maths and Science 5 12 Humanistic Other
Courses dedicated to ICT 2.5 (2.8) 3.5 (8.6) 3.3 (2.1) 2.9 (4.8)
Other courses using ICT and/or reflecting on ICT in Ed 6.3 (5.7) 4.2 (19.5) 5.7 (3.8) 6.3 (5.5)
in ( ) data from 1998
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Preliminary results
Table 7 Average number of credits by pre-service
teacher trainning programme according to the type
of programme
  K 1 - 4 5 6 7 - 12
Courses dedicated to ICT 2.5 (2.3) 2.6 (3.1) 2.9 (7.3) 4.2 (3.2)
Other courses using ICT and/or reflecting on ICT in Ed 8.7 (3.5) 5.3 (7.4) 3.7 (13.4) 6.2 (5.5)
in ( ) data from 1998
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Preliminary results
Table 8 Number of teachers (involved in ICT
courses) with background in specific didactics
according to the different type of degree
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
PhD 52 (36) 12 (4) 10 (5)
Master 21 (19) 30 (32) 69 (20)
 Degree (Licenciatura) 4 (16) 14 (23) 29 (12)
Bacharel   2 (0)  0 (4) 1 (0)
 Total 79 (71) 56 (63) 109 (37)
in ( ) data from 1998
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Preliminary results
Table 9 Number of teachers with background in
specific didactics according to the different
degrees (by student)
  Public University Public School of Ed Private Univ and Schools of Ed
PhD .027 (.037) .017 (.009) .007 (.012)
Master .011 (.020) .042 (.076) .049 (.047)
 Degree (Licenciatura) .002 (.017) .019 (.054) .020 (.030)
Bacharel   .001 (.000)  .000 (.009) .000 (.000)
 Teachers by student .041 (.074) .079 (.147) .078 (.086)
in ( ) data from 1998
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Preliminary results
Table 10 Number of teachers (involved in ICT
courses) with general background in education
according to their different degrees
  Public University Public School of Ed Private Univ and Schools of Ed
PhD 23 (3) 4 (1) 14 (8)
Master 9 (5) 13 (6) 57 (16)
 Degree (Licenciatura) 7 (4) 6 (4) 53 (10)
Bacharel   0 (0)  0 (4) 0 (2)
 Total 39 (12) 23 (11) 124 (36)
in ( ) data from 1998
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Preliminary results
Table 11 Number of teachers (involved in ICT
courses) with general background in education
according to their different degrees (by student)
  Public University Public School of Ed Private Univ and Schools of Ed
PhD .012 (.003) .006 (.002) .001 (.019)
Master .005 (.005) .018 (.014) .004 (.037)
 Degree (Licenciatura) .004 (.004) .008 (.009) .037 (.023)
Bacharel   .000 (.000)  .000 (.000) .000 (.005)
 Teachers by student .020 (.012) .032 (.026) .088 (.084)
(numbers in red refer to 1998)
in ( ) data from 1998
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Preliminary results
Table 12 Competence and knowledge in the use of
Word Processors
  Public Universities Public Schools of Ed Private Univ. and Schools of Ed
None 1 (2) 0 0
Weak 0 0 0
Good 36 (74) 25 (66) 35 (73)
Excellent  12 (24) 13 (34) 12 (26)
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Preliminary results
Table 13 Competence and knowledge in the use of
Word Processors
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak (11) (2) (22) 0 (4) (12) 0 (3) (13)
Good or Excellent (26) (98) (53) (27) (100) (79) 19 (100) (83)
No reply 0 (12) (25) 0 (3) (6) 0 (1) (4)
in ( ) data from 1998
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Preliminary results
Table 14 Competence and knowledge in the use of
e-mail
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 2 (21) (4) (43) 2 (21) (5) (62) 0 (19) (83)
Good or Excellent 46 (12) (94) (24) 36 (6) (95) (18) (3) (100) (13)
No reply 1 (16) (2) (33) 0 (7) (21) 0 (1) (4)
in ( ) data from 1998
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Preliminary results
Table 15 Competence and knowledge in ther use of
email data from 2004
  Public Universities Public Schools of Ed Private Univ. and Schools of Ed
None 1 (2) 0 0
Weak 1 (2) 2 (5) 0
Good 25 (52) 12 (32) 10 (21)
Excelent  21 (44) 24 (63) 37 (79)
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Preliminary results
Table 16 Competence and knowledge in the use of
the internet
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 0 (19) (38) (21) (5) (61) 0 (19) (82)
Good or Excellent 49 (14) (100) (29) 36 (7) (95) (21) (2) (100) (9)
No reply 0 (16) (33) 0 (6) (18) 0 (2) (9)
in ( ) data from 1998
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Preliminary results
Table 17 Competence and knowledge in the use of
data base
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak (24) (69) (49) 34 (20) (89) (59) (16) (47) (70)
Good or Excellent 12 (7) (25) (14) 4 (5) (11) (15) 25 (4) (53) (17)
No reply (18) (6) (37) 0 (9) (26) 0 (3) (13)
in ( ) data from 1998
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Preliminary results
Table 18 Competence and knowledge in the use of
applications for presentation (e.g. PowerPoint)
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 2 (22) (4) (46) 6 (16) (16) (47) 0 (7) (34)
Good or Excellent 46 (10) (94) (21) 32 (11) (84) (32) 47 (15) (100) (65)
No reply 1 (17) (2) (33) 0 (7) (21) 0 (1) (4)
in ( ) data from 1998
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Preliminary results
Table 19 Competence and knowledge in the use of
packages for statistics
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 32 (27) (65) (55) 29 (22) (76) (65) 42 (16) (89) (70)
Good or Excellent 14 (7) (29) (14) 9 (6) (24) (18) 5 (6) (11) (29)
No reply 3 (15) (6) (31) 0 (6) (18) 0 (1) (4)
in ( ) data from 1998
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Preliminary results
Table 20 Competence and knowledge in the use of
applications for programming
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 33 (27) (67) (55) 35 (25) (92) (74) 46 (20) (98) (87)
Good or Excellent 13 (8) (27) (18) 2 (5) (5) (15) 1 (1) (2) (4)
No reply 3 (13) (6) (27) 1 (4) (3) (12) 0 (2) (8)
in ( ) data from 1998
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Preliminary results
Table 21 Competence and knowledge about the use
of ICT in teaching activities
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 4 (13) (8) (27) 8 (10) (21) (29) 0 (3) (13)
Good or Excellent 41 (22) (84) (45) 30 (19) (79) (56) 45 (17) (96) (74)
No reply 4 (14) (8) (29) 0 (5) (15) (3) (4) (13)
in ( ) data from 1998
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Preliminary results
Table 22 Competence and knowledge about the
social implications of ICT
  Public Universities Public Schools of Ed Private Univ and Schools of Ed
None or Weak 14 (16) (30) (33) 13 (16) (34) (47) (7) (2) (31)
Good or Excellent 29 (16) (62) (33) 25 (14) (66) (41) 46 (15) (98) (65)
No reply 4 (17) (8) (34) 0 (4) (12) 0 (1) (4)
in ( ) data from 1998
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Final comments
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Contradictions?Quite different situations?
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Institutions seem to be aware of their
limitations counscious of the needs the
student-teachers have optimistic
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Institutions tend to see the type of training
they provide to the students as adequate to the
needs of future teachers
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half of the institutions are optimistic a
culture of technological immersionwireless r
esource centres e-learning ilimited access
24hours a day
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The other half feels they should make a bigger
effort more computers more human
resources more sofware different
curricula more money
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Weaknesses declared by the insitutions1. lack
of courses and credits in ICT2. weak
integration of ICT in other courses3. not
enough ressources - small number of computers
or not enough access by students - not enough
human ressources
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ICT integrated in the courses?Institutions who
denote satisfaction with existing hardware and
software put emphasis on a strong need for
integration of ICT in the various courses along
the pre-service programmes
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Differences between 1998 and 2004 to be analysed
in detail
Full report available by the end of May 2004
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(No Transcript)
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Note Data reported in these slides are subject
to cross-confirmation until the end of May 2004.
In order to have the final version please refer
to the full report of the study available at DAPP
Ministry of Education, from June 1st 2004.