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Portugal > Digital Learning Resources Portugal > Digital Learning Resources

As part of the PTE, a repository of digital content for teachers has been developed called the Schools' Portal (www.portaldasescolas.pt). This includes digital learning resources designed to support each area of the curriculum, including lessons plans and other activities. It now includes a section on educational blogs, (Catálogo BloguesEDU) i.e., blogs maintained by teachers and which include students’ contributions. It is also a repository of good practice in this field.

The portal aims to be a reference for other educational web portals and it is intended to provide the following services:

  • Digital educational resources (DER’s) repository;
  • Online communication and collaboration tools;
  • Dissemination of international/national educational initiatives and local ongoing projects with support of educational partnerships;
  • E-portfolio system;
  • E-learning tools and services.

It is possible for teachers to contribute their own resources to the Schools' Portal. Submitted resources are validated by the Ministry of Education before being released.

Pedro's report (2010, p10) states that at the present time only the digital educational resource repository of this portal has been fully implemented. The total amount of shared resources has exceeded the 1300 educational resources that were planned although the distribution of these shared resources is not balanced across curricula areas or phases of schooling.

There are several initiatives in Portugal to promote the use of Web 2.0 technologies. Many of these were summarised in a handbook which described the uses of Web 2.0 technologies in education that was put together and made available online in 2008.

Almost every school in Portugal from the 5th to 12th grade makes use of a Moodle virtual learning platform (98.1% according to research done by Pedro et al, 2008, p12). Within these schools, the usage made of the learning platform has been analysed on a subject basis (Pedro et al, 2008, p16). This shows that ICT teachers are the most intensive users followed by mathematics and science teachers.

The most common usage of the learning platforms within Portuguese schools is for cooperative work between teachers, followed by the development of teaching and learning activities between teachers and students (Pedro et al, 2008, p22). There is also a significant administrative function that is facilitated through these learning platforms (both within the school, between schools and with other educational partners).