1 resultado para digital knowledge maps
em Instituto Politécnico de Viseu
Filtro por publicador
- JISC Information Environment Repository (6)
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- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (2)
- Aquatic Commons (3)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (1)
- Aston University Research Archive (12)
- B-Digital - Universidade Fernando Pessoa - Portugal (2)
- Biblioteca de Teses e Dissertações da USP (2)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (5)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (16)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (35)
- Brock University, Canada (1)
- Bucknell University Digital Commons - Pensilvania - USA (5)
- Bulgarian Digital Mathematics Library at IMI-BAS (17)
- Cambridge University Engineering Department Publications Database (3)
- CamPuce - an association for the promotion of science and humanities in African Countries (1)
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- Greenwich Academic Literature Archive - UK (1)
- Harvard University (88)
- Helda - Digital Repository of University of Helsinki (1)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Indian Institute of Science - Bangalore - Índia (5)
- Instituto Politécnico de Santarém (1)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (6)
- Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul (1)
- Massachusetts Institute of Technology (2)
- Memoria Académica - FaHCE, UNLP - Argentina (7)
- Ministerio de Cultura, Spain (4)
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- Queensland University of Technology - ePrints Archive (213)
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- Repositório Aberto da Universidade Aberta de Portugal (1)
- Repositorio Académico de la Universidad Nacional de Costa Rica (3)
- Repositório Científico da Universidade de Évora - Portugal (2)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (2)
- Repositório digital da Fundação Getúlio Vargas - FGV (3)
- Repositorio Institucional da UFLA (RIUFLA) (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (2)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (3)
- Repositório Institucional da Universidade Federal do Rio Grande do Norte (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (76)
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- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (4)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (6)
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- Universidad de Alicante (5)
- Universidad del Rosario, Colombia (4)
- Universidad Politécnica de Madrid (12)
- Universidade de Lisboa - Repositório Aberto (3)
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- Universidade Federal do Pará (1)
- Universidade Federal do Rio Grande do Norte (UFRN) (11)
- Universidade Metodista de São Paulo (1)
- Universitat de Girona, Spain (6)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- University of Canberra Research Repository - Australia (2)
- University of Connecticut - USA (1)
- University of Michigan (10)
- University of Queensland eSpace - Australia (7)
- University of Southampton, United Kingdom (3)
- USA Library of Congress (1)
- WestminsterResearch - UK (6)
- Worcester Research and Publications - Worcester Research and Publications - UK (3)
Resumo:
Technology has an important role in children's lives and education. Based on several projects developed with ICT, both in Early Childhood Education (3-6 years old) and Primary Education (6-10 years old), since 1997, the authors argue that research and educational practices need to "go outside", addressing ways to connect technology with outdoor education. The experience with the projects and initiatives developed supported a conceptual framework, developed and discussed with several partners throughout the years and theoretically informed. Three main principles or axis have emerged: strengthening Children's Participation, promoting Critical Citizenship and establishing strong Connections to Pedagogy and Curriculum. In this paper, those axis will be presented and discussed in relation to the challenge posed by Outdoor Education to the way ICT in Early Childhood and Primary Education is understood, promoted and researched. The paper is exploratory, attempting to connect theoretical and conceptual contributions from Early Childhood Pedagogy with contributions from ICT in Education. The research-based knowledge available is still scarce, mostly based on studies developed with other purposes. The paper, therefore, focus the connections and interpellations between concepts established through the theoretical framework and draws on the almost 20 years of experience with large and small scale action-research projects of ICT in schools. The more recent one is already testing the conceptual framework by supporting children in non-formal contexts to explore vineyards and the cycle of wine production with several ICT tools. Approaching Outdoor Education as an arena where pedagogical and cultural dimensions influence decisions and practices, the paper tries to argue that the three axis are relevant in supporting a stronger connection between technology and the outdoor.