International Catholic Journal of Education


Nº6 | 2021 . Integral Education in the Digital Age

Faire face aux défis de notre humanité. Dynamique d’une alliance pour un monde responsable et solidaire

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.

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Cuando ir al colegio ya no es posible: Luces y sombras de la utilización de la tecnología en la educación en entornos sociales vulnerables durante la pandemia Covid-19

Belén Urosa Sanz & Santa Lázaro Fernández

This work addresses the positive and negative aspects of the use of online teaching technologies with students living in environments of poverty during the Covid-19 pandemic. It analyzes the perception of the professionals in 34 socio-educational entities that carry out the program CaixaProInfancia to Fight Child Poverty in Madrid, specifically in its subprograms for Educational Reinforcement and Non-Formal Education.

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Using IOT to improve learning

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.

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Posture accompagnante des enseignants, vecteur de développement cognitif et affectif des élèves à distance Focus sur le terrain éducatif libanais

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.

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Novas abordagens ao conceito de manual escolar (em digital): evidências, conclusões e desafios do Projeto FAINA

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.

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Formation of the Heart: Memory, liturgy and the identity of Catholic student teachers

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”.

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Interdisciplinary Education: Memorialising Learning Experiences

Julie Harvie

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). 

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The potential of an “APP” that facilitates smartphone exploration in the classroom

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.

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Religiosity as a coping resource during the COVID-19 crisis among Catholic University students

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.

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Education inclusive et nouvelles technologies: l’enseignement à distance au service du développement intégral de l’étudiant?

Fabienne Serina-Karsky, Myriam Kettani & Augustin Mutuale

In the context of the global health crisis caused by COVID-19, the issue of distance learning, while not new, has nevertheless become a common issue in the pedagogical continuity we have had to ensure for our students. Based on the faculty project Inclusive Educational Community, in which our teaching, training and research activities are embedded, we present the paths and challenges posed by distance learning with regard to the integral development of the student in a university community.

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Educando entre pantallas: desafíos para docentes y familias

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.

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Civic and Citizenship Education in a changing world. The role of teachers and schools in a digital era

Gabriella Agrusti

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.

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The renewed human dimension of the school in the digital era

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.

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