Web Content Display Web Content Display

iTEC Research data is available for use by other researchers

Portugal > Innovative Practice Portugal > Innovative Practice

In order to describe innovative practice in this country, National Pedagogical Co-ordinators have been asked to specify 3-4 criteria against which they would judge innovative practice and also to describe innovative practitioners who are making exemplary uses of ICT.

The four criteria against which innovative practice might be judged in Portugal (selected from the items referred to below) are as follows.

  • Students use ICT within and outside the classroom.
  • Teachers concentrate on pedagogical rather than on technical matters and issues.
  • Students use ICT services and tools that: (i) are appropriate to the task at hand; (ii) allow sharing and collaboration; (iii) foster media-rich final products.
  • Teachers use ICT not only to impart information but to promote an active learning approach.

A teacher may be considered innovative when he/she acts in the three dimensions below. Some of the items may be missing from an innovative teachers’ practice, but he/she will tend towards this kind of teaching.

The items in the three dimensions should then be seen as trends rather than as strict ‘obeyances’.

Pedagogical view

  • Presents students with challenging problems to solve or real-life tasks to complete.
  • Supports them through the information collection phase.
  • Gives them directions on how to collect, process and present relevant information on the topic at hand.
  • Instructs them on how to be critical towards the information they find.
  • Asks students to diversify their information sources.
  • Fills missing information whenever necessary, either by directing students to relevant sites or other materials.
  • Whenever necessary, gives direct instruction on some difficult point or topic.
  • Treats students as people and not as mere recipients of knowledge.
  • Fosters cooperation and whenever possible collaboration amongst students inside and outside class.
  • Tries his/her best not to leave any student behind.
  • Promotes autonomy and self-direction in students.
  • Establishes a fluent connection between formative and summative assessment.

Technological dimension

  • Uses Moodle (or any other learning platform) not just as an information store but as a basis for extended/collaborative learning.
  • Makes use of appropriate and student-empowering ICT tools.
  • Has students themselves use computers and ICT in general in and out of class.
  • Promotes the use of services and tools that encourage sharing and collaboration.

Social dimension

  • Fosters strong links with parents and the community in general.
  • Establishes open communication channels with parents.
  • Invites outside experts whenever he/she feels necessary or useful.