As tecnologias ubíquas, nomeadamente os telemóveis e os computadores portáteis, são atualmente uma realidade no quotidiano dos jovens, que se apropriam delas rapidamente, usando-as no seu quotidiano em vários contextos e com diferentes finalidades. De acordo com especialistas em Tecnologias de Informação e Comunicação (TIC), as características específicas destas tecnologias conferem-lhes potencialidades pedagógicas que é necessário aprofundar, averiguando, por exemplo, as suas implicações nas práticas de ensino e na aprendizagem. Face aos resultados das investigações, à atualidade do tema, às dificuldades que se estão a sentir quanto ao interesse e motivação dos jovens em relação à Ciência e à escassez de estudos a nível nacional neste domínio, formulou-se como problema de estudo: “Que aprendizagens em Ciências Naturais é possível promover com recurso às TU num quadro de metodologias centradas no aluno?”

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Mestrado em Tecnologias e Metodologias em E-Learning
 
This paper presents in a summarised way, a study-developed between September 2012
and July 2013 - on the impact of blended-learning methodology in the continuous
training of teachers, through the promotion of four training activities with 30
participants.
The main purpose of this project is to evaluate the degree of teachers‘ satisfaction
towards training in the form of blended-learning, as opposed to the classroom-based
training received. The training will focus on testing Web 2.0 resources for the teachers
to implement in the teaching/learning process.
The study takes a quantitative approach of collecting and analysing data, in the form of
a survey, in order to verify if the teachers acquire skills through the continuous training,
on a blended-learning regime, and whether it contributes to the level of satisfaction of
the trainees.

This paper is part of the UNESCO Working Paper Series on Mobile Learning. The Series seeks to better understand how mobile technologies can be used to improve educational access, equity and quality around the world. It comprises fourteen individual papers published in 2012 and 2013.

The Series is divided into two broad subsets: six papers examine mobile learning initiatives and their policy implications, and six papers examine how mobile technologies can support teachers and improve their practice.

In the school year 2012/13 a project was created aiming to understand to what extent the constant use of mobile phones can contribute to students’ educational benefit for their learning in school context. During six months the students of the vocational course“Environmental and Rural Tourism” at Agrupamento de Escolas do Vale de Ovil proceeded to its use. After the students characterization, and considering the contents of the vocational course “Environmental and Rural Tourism” which aims to promote and develop activities of tourist promotion and environmental protection, this project was
designed.
It involved the use of mobile phones in the creation of a site in which the main tourist values of the Council were systematised (based on the use of mobile phones as a resource for its creation and being the site set out for that equipment.

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