Ségolène Le Mouillour
It is undoubtedly in the schools for Maria Montessori that the world of tomorrow is being built. On this point, the ideas of the Italian pedagogue are more relevant than ever. Perhaps before the others, Maria Montessori focused on a triple crisis that the world was going through at the end of the 20th century. That of the relationships of men among themselves, that of societies among themselves and finally, that of men in their environment.
Andreia Magalhães, José Matias Alves & António Andrade
Having identified the dynamics of the classroom as an important factor for improving students’ learning, we intend to present Internet of Things (IoT), through the learning platform SOLL: Smart Objects Linked to Learning, as a resource capable of generating favorable conditions to an environment of learning.
Rached Patricia & Gharib Yvette
The aim of this study was to examine how Lebanese teachers, during distance learning, supported their students, in the times of crisis that consist of health and socio-economic challenges. It was hypothesized that the teacher’s accompanying posture encompassing the “way of being” and the “way of interacting” promotes the cognitive-emotional development of students and is essential for optimizing their learning.
José Lagarto & Ana Rita Faria
This research appears within the scope of the pedagogical monitoring process by the Portuguese Catholic University to the FAINA 1: 1 Project, developed in the School Group of Montemor-o-Novo between the years 2017 and 2019. This Group assumed the commitment of a class of 7th year abdicate the traditional paper school manual in all subjects, throughout the 3rd cycle, having available to each student a space of digital content installed on a tablet.
Fr. Stephen Reilly & Mary Lappin
Twenty years on from the merger of Scotland’s Catholic teacher training college with the University of Glasgow, this paper examines the formation of Catholic teachers in Scotland in light of the Holy See’s vision. It concludes that the academic formation and opportunities for dialogue allow such a vision to be fulfilled to a large degree. What remains is to present students with a compelling vision of Catholic educational philosophy and an experiential “formation of the heart”.
Over the past few decades, global institutions such as the Organisation for Economic Cooperation and Development (OECD) have helped homogenize educational policy and similarities can now be seen in curricula across the globe (Priestley, 2002: Sahlberg, 2007). One feature of many new curricular models is the emphasis placed on giving students transferable, generic skills through a focus on studying ‘cross cutting themes’ which blur disciplinary boundaries e.g. France (Baillat & Niclot, 2010), Spain (Segovia et al., 2010), Canada (Hasni et al., 2015) and Australia (Long et al., 2010).
Francisco Veiga & António Andrade
Today we are living difficult times due to the pandemic situation we are facing, schools reinvent themselves daily and “finally” reach to technology to get to the student, whether through a simple but sometimes complex videoconference or a myriad of other applications that always depend on the knowledge and skills of each teacher in the technical field and in the pedagogical acuity of adapting the resource to the training purpose. Simulators, games and robots, among other resources, which will culminate in the integration of Artificial Intelligence in education, are at an advanced stage of incorporation of technology, but there are intermediate phases with potential that are important to disseminate so as to be explored.
Klaudia Martynowska & Dorota Kornas-Biela
This study focused on university students, mostly young adults, coping with the challenges of academic learning, part time work and interpersonal adjustment, and on top of that – the abrupt change in learning methods and routines during the COVID-19 pandemic.
António Dias de Figueiredo
Recent advances in digital technologies, algorithms, and machine learning cause both excitement and concern. Excitement, because they offer a world full of social and economic promise. Concern, because they can result in immensely harmful effects. Our schools play a core role in preparing the next generations for this transformation, but the territory is uncharted, and no one knows how to explore it. This article attempts to lift the veil on the issue by proposing a conciliation between the cultural appropriation of digital technologies and the renewal of the human dimension in schools.
Quoting the Italian jurist Piero Calamandrei, we can rightly say that school is a constitutional body. A place where, at least in our expectations, it is possible to remove obstacles, to fight inequalities and to assign value to individual differences. In sum, a school open to all and for all. As always, it is quite difficult to translate in practice general principles, as constraints and lack of resources can play an important role in downgrading the prospects. There is undoubtedly a gap between what school can rightly promote and what is actually conveyed, particularly when it comes to civic and citizenship education.
Ana García-Valcárcel Muñoz-Repiso
Los educadores se enfrentan a nuevos desafíos en una sociedad caracterizada por la implosión de tecnologías digitales, la incertidumbre, el materialismo y el narcisismo. Nos encontramos ante nuevas generaciones que exigen una nueva forma de enseñar, son jóvenes impacientes y autodidactas, y quieren aprender de forma interactiva y dinámica. Ver un vídeo es, para muchos, la manera más efectiva de entender un tema.