Teaching Mathematics in English to Swedish Speaking Students : The Use of Second Language Teaching Practices in the Teaching of Mathematics in English to Swedish Speaking Students in Lower Secondary School

Over 20,000 Swedish lower high school students are currently learning mathematics in English but little research has been conducted in this area. This study looks into the question of how much second language learner training teachers teaching mathematics in English to Swedish speaking students have acquired and how many of those teachers are using effective teaching practices for second language learners. The study confirms earlier findings that report few teachers receive training in second language learning but indicates that some of the teaching practices shown to be effective with second language learners are being used in some Swedish schools

Looking back : students' perceptions of the relative enjoyment of primary and secondary school science

This paper reports and discusses a contentious result from an Australia-wide study of the influences on students' decisions about taking senior science subjects. As part of the Choosing Science study (Lyons and Quinn 2010) 3759 Year 10 students were asked to indicate which stage of their schooling (lower primary, upper primary, lower secondary, middle secondary) they had most enjoyed learning science. Crosstabulations of responses revealed that around 78% of students indicated that they had enjoyed learning science more in secondary than in primary school, and 55% enjoyed it the most during Years 9 and 10. The perception that school science was more enjoyable in high school was also found among students who did not intend taking science in Year 11, though to a lesser extent. These findings are unexpected and significant, challenging the prevailing view that enjoyment of school science steadily declines after primary school. The paper elaborates on the findings and suggests that the different conclusions arrived at by studies in this field may be due to the different methodologies employed.

Kouluvalinta vai koulun valinta? : Oppilaiden valikoituminen yläkouluihin Espoossa keväällä 2006

Changes in governance in the public sector made it possible to give the power to the level of service production. In Finland schools were diversified. They wanted to be as attractive as possible. In her dissertation (2006) Piia Seppänen studied parental choice and schools choice policies in Espoo, in Kuopio, in Lahti, inTurku and in some levels in Helsinki too. After her study was done there has been some changes in school choise policy in Espoo. The catchments areas changed radically; earlier every school did have its own catchment area. But now three or even five school has the same catchment area. On the base of the Seppänen’s dissertation I wondered who’s choice it really were? Is the choice maker customer or producer of the service? In my study I tried to understand those processes where pupils were selected for the 7th grade in lower secondary schools in the spring in 2006. To make the picture clear, I have to study the history of pupil selection and the changes of it in the 21st century. I also have to study the geography of the town which is quite special in comparison with the normal cities with one central area. This has its own effects on the pupil selection system as well as in the whole study. In my study I try to present what kind of process the pupil selection is in Espoo and how it was done actually in the spring of 2006. The empirical data of my study were statistical data, documents of different kind, conversations with principals, local authorities and politicians. I also interviewed one politician and observed a few information meetings about the pupil selection process. Based on this large variety of data I tried to draw a picture of the way of speaking (writing) about the ability of the choice. Furthermore, how this pupil selection is done in reality. The ability to apply to special instruction in f. e. music, graphic arts or maths and sciences or to language based instruction (bilingual and immersion teaching) depends on the district you live. Because there is one catchment area which has no special or language based instruction available. Also the poor public transport system might have some effects on the parental choice. According to my study, 20 % of the 7th grade pupils were selected with criteria of different kind to special classes. Because the ability to get special or language based instruction depends on your district, there is a big risk for a selection based on the pupils' socio-economic background.

Kasvilajien tunnistaminen, oppiminen ja opettaminen yleissivistävän koulutuksen näkökulmasta

The purpose of the research was to determine how well Finnish pupils and students of different ages recognize plant species, which variables explain recognition of plant species, what plants and nature mean to the subjects and how plant species identification should be taught in general education in Finland. The subjects were pupils from: every class level of the primary schools (grades 1 6); lower- secondary school (grades 7 9); high school (grades I II); university departments of teacher education and classroom teachers and teachers from university involved with environmental teaching and also experts from education and botany. A total of 883 people took part in the research. Both quantitative and qualitative research methods were used. The quantitative methods were: a) plant species recognition test, where 70 plant species photos were shown to subjects and b) an experiment in which three experimental groups had a plant recognition test on the nature trail and the three comparison groups were tested on recognition of the same species in classroom. The testing materials consisted of 31 real plants outdoors and 31 photos taken of these real plant species that were shown to pupils from fourth, fifth and sixth classes (grade levels) from primary school. The qualitative methods were a questionnaire administered to pupils from elementary school and high school and students from the department of teacher education, to teachers from university and interviews, where 3 5 pupils and students who recognized the plant species best or worst in the recognition test were selected to be interviewed. Furthermore, classroom teachers from primary school and experts were interviewed. The research results showed that on average plant species were recognized insufficiently on every level of education. There was also variation between answers from primary school to university teachers. However, species recognition skills improved from primary school to university teachers. Among other things, sex and place of residence explained species recognition skills, because girls and pupils from rural areas knew plant species statistically significantly better than boys or pupil from cities. Almost every pupil, student and all classroom teachers wanted to recognize plant species better. Many pupils mentioned that a motivating teaching method would be to go outdoors and investigate the plant species themselves. University teachers and experts also mentioned that the best and most efficient learning and teaching method for species recognition skills, is to practice in nature. We should teach plant species in nature, using many senses and teaching methods. Also new technology could be used in teaching species recognition skills. Keywords: plant species recognition, plant species education, general education

Kivaa ja hyödyllistä, mutta jo se riittää : Yläasteen kielikylpyoppilaiden käsityksiä ruotsinkielisestä kielikylpyopetuksesta Helsingissä

The aim of this study was to find out how immersion students experience immersion education, how they feel about the implementation of immersion education methods and what role immersion plays in immersion students’ lives outside the school context. In addition, the influence of sex, grade level, school and type of immersion education on students’ perceptions was studied. The population included all students at the lower secondary level in Helsinki who participated in Swedish immersion education during 2002–2003. The sample consisted of 128 students who represented two different forms of immersion: 47% of the students had previously participated in early total immersion while 53 % of the students had taken part in early partial immersion. The data were gathered through a questionnaire and interviews. All 128 students answered the questionnaire, and 10 students were chosen to focus interviews through purposive sampling. In addition, students’ parents were invited to fill in a questionnaire where students’ background information was requested. The data were collected during the spring of 2003. Principal Component Analysis and one-way variance analysis were used as statistical analysis methods. Also frequencies, average, correlations and cross tabs were studied. In the PCA a right-angled varimax-rotation was performed separately to every thematic entity that arose from the theoretical background. Sum variables were formed from the Principal Components by summing up all the items that received over .400 charges for the specific Principal Component. Significance testing of the mean was performed with F and t-tests. Results indicate that immersion students in lower secondary school experience immersion quite diversely as a whole. Students are satisfied with the fact that they are in the immersion class but not with the amount of teaching in Swedish. Students feel it is very important and useful to learn Swedish bearing in mind their future studies and working life. The students estimate their language skills to be very high. Yet they prefer using Finnish during classes. The fact that teachers use Swedish does not considerably affect how well the students learn the factual content in various subjects, especially if the student knows Swedish well. Theoretical subjects seemed to cause most problems. Swedish played only a very small part in students’ lives outside the school context and it was used merely when travelling abroad and in different kinds of guiding situations. Unless the students were talked to in Swedish, they kept on speaking Finnish. When asked about students’ experiences no statistically significant differences between sexes were found in this study. On the contrary, in some cases their grade level but especially their school and form of immersion had clear statistically significant differences on students’ perceptions.

Subject Teacher Training and Teaching in English

The purpose of this Master s thesis is on one hand to find out how CLIL (Content and Language Integrated Learning) teachers and English teachers perceive English and its use in teaching, and on the other hand, what they consider important in subject teacher education in English that is being planned and piloted in STEP Project at the University of Helsinki Department of Teacher Education. One research question is also what kind of language requirements teachers think CLIL teachers should have. The research results are viewed in light of previous research and literature on CLIL education. Six teachers participate in this study. Two of them are English teachers in the comprehensive school, two are class teachers in bilingual elementary education, and two are subject teachers in bilingual education, one of whom teaches in a lower secondary school and the other in an upper secondary school. One English teacher and one bilingual class teacher have graduated from a pilot class teacher program in English that started at the University of Helsinki in the middle of the 1990 s. The bilingual subject teachers are not trained in English but they have learned English elsewhere, which is a particular focus of interest in this study because it is expected that a great number of CLIL teachers in Finland do not have actual studies in English philology. The research method is interview and this is a qualitative case study. The interviews are recorded and transcribed for the ease of analysis. The English teachers do not always use English in their lessons and they would not feel confident in teaching another subject completely in English. All of the CLIL teachers trust their English skills in teaching, but the bilingual class teachers also use Finnish during lessons either because some teaching material is in Finnish, or they feel that rules and instructions are understood better in mother tongue or students English skills are not strong enough. One of the bilingual subject teachers is the only one who consciously uses only English in teaching and in discussions with students. Although teachers good English skills are generally considered important, only the teachers who have graduated from the class teacher education in English consider it important that CLIL teachers would have studies in English philology. Regarding the subject teacher education program in English, the respondents hope that its teachers will have strong enough English skills and that it will deliver what it promises. Having student teachers of different subjects studying together is considered beneficial. The results of the study show that acquiring teaching material in English continues to be the teachers own responsibility and a huge burden for the teachers, and there has, in fact, not been much progress in the matter since the beginning of CLIL education. The bilingual subject teachers think, however, that using one s own material can give new inspiration to teaching and enable the use of various pedagogical methods. Although it is questionable if the language competence requirements set for CLIL teachers by the Finnish Ministry of Education are not adhered to, it becomes apparent in the study that studies in English philology do not necessarily guarantee strong enough language skills for CLIL teaching, but teachers own personality and self-confidence have significance. Keywords: CLIL, bilingual education, English, subject teacher training, subject teacher education in English, STEP

Voiko tämän syödä? : Myrkyllisten ja syötävien kasvien tunnistaminen, oppiminen ja opettaminen

The purpose of the research was to determine how well Finnish children and youngsters in different ages recognize poisonous and eatable wild plant species and to which characteristics they pay attention to when identifying plants. The purpose was also to find out, how well the pupils and students can estimate if the wild plants are either poisonous or eatable. The goal was to gather knowledge about what factors explain these recognition and estimation skills. Also information was wanted about attitudes of children and youngsters towards recognizing and learning the poisonous and eatable wild plants. The research was made on subjects of 48 children and youngsters from grade 6 in primary school, grade 8 in lower- secondary school and vocational school. Both quantitative and qualitative methods were used. A plant recognition test, where 38 pictures on plants was presented, was made for the all subjects. The subjects were requested to name the plants and classify them to be either poisonous or eatable. In addition six students were interviewed from each class, altogether 18 subjects. The themes of the interviews were the attitudes towards eatable and poisonous wild plants and to learn to recognize species. During the interview pictures of plants were looked at and the subjects told which characteristics they pay attention to when trying to recognize it. The results showed that on average wild plants were recognized insufficiently. Standard variation in responses was large in all classes researched. The subjects got better results in classifying of the plants to be either poisonous or eatable than in naming the plants. This research shows that even when a subject cannot name a plant it is still possible for the subject to classify the plant to be either poisonous or eatable. Gender and being an immigrant explained the recognition skills of poisonous and eatable plants so that girls were somewhat better to recognize plant species and native Finns recognized poisonous and eatable plants better that immigrants. Age did not explain the skills to recognize species directly, since students in lower- secondary school recognized the poisonous and eatable plants better than primary school and vocational school students. In skills to estimate plants poisonous or eatability there was no difference according to gender, age, or immigrant background. The subjects considered the skills to recognize poisonous and eatable plants important. Learning to recognize plants at school was not considered interesting however. Since the recognition of plants in neighborhood belongs to tasks of general education it is important to think about how the teaching could be made interesting. According to findings of this study, especially the recognition of poisonous plants was considered important by the subjects. This knowledge as well as teaching about possibilities to utilize plants could be used as a way to motivate and teach the students. Avainsanat Nyckelord - Keywords Plant species recognition, recognition of poisonous plants, recognition of eatable plants, plant species education

Der Bildungsbericht 2011

Ziel des Bildungsberichts ist es, das Bildungsgeschehen und die Bildungswege von Kindern, Jugendlichen und jungen Erwachsenen in der Stadt Essen anhand der ausgewählten Indikatoren abzubilden. Damit soll zunächst für Essen die Frage beantwortet werden, ob und in welchem Maß der allgemein behauptete Zusammenhang von sozialer Herkunft und Bildungserfolg besteht, um dann identifizieren zu können, wo die Stellschrauben für eine erfolgreiche Intervention sind. Der Aufbau des Bildungsberichts orientiert sich grundsätzlich an den chronologischen Stufen einer idealtypischen Bildungsbiographie und an den durchlaufenen Einrichtungen, wobei eine Einbettung in einen gesamthaften sozialen Kontext erfolgt. Hieraus begründet sich die thematische Spannbreite der zusammengestellten Informationen. Da die Lebens- und Aufwachsbedingungen im Stadtgebiet erheblich differieren, erfolgt die Berichterstattung in vielen Segmenten in kleinräumiger Betrachtungsweise. (DIPF/Orig.)

Erziehung und Bildung in Offenbach. Bericht 2015

Der Bericht "Erziehung und Bildung in Offenbach. Bericht 2015" (EBO), herausgegeben von Stadt Offenbach am Main, wird zum 9. Mal veröffentlicht. Erstmals wurden Daten der integrierten Ausbildungsberichterstattung für Hessen (iABE) einbezogen. Sie ermöglichen eine wohnortspezifische Analyse der Übergänge von der Sekundarstufe I in unterschiedliche Zielbereiche, wie z.B. Berufsabschluss oder Hochschulreife. Der EBO 2015 bietet vermehrt Zeitreihen, um langfristige Entwicklungen im Bildungsbereich darzustellen. Der Standortbestimmung dienen darüber hinaus interkommunale Vergleiche. Der EBO beinhaltet seit dem Bericht 2009 den von der Jugendhilfeplanung entwickelten „Index bildungsrelevanter sozialer Belastung“. Mit diesem können besondere pädagogischen Bedarfe in den 14 Grundschulbezirken ermittelt und faire, d.h. die unterschiedlichen Anteile bildungsbenachteiligter Schüler/-innen berücksichtigende, Schulleistungsvergleiche ermöglicht werden. Im Rahmen dieser Analyse rücken erstmals die Mädchen mit Migrationshintergrund in den Fokus: So fällt auf, dass im Übergang Grundschule/Gymnasium die Übergangsquote bei Mädchen mit Migrationshintergrund um 15 Prozentpunkte niedriger liegt als die der Mädchen ohne Migrationshintergrund. Sie liegt sogar knapp unter der Übergangsquote der Jungen mit Migrationshintergrund. Eine Erklärung dafür, dass die Mädchen mit Migrationshintergrund beim Übergang zum Gymnasium nicht zu den Bildungsgewinnern zählen, steht aber aus. Der Bericht verdeutlicht auch, dass der Bereich der Sprachförderung in allen Bildungsbereichen – „lebenslang“ – in der Kommune eine herausragende Rolle spielt. Der Bericht greift Linien des "Orientierungsrahmen für Bildungsentwicklung“ der Stadt Offenbach" auf. Der Prozess und die Erarbeitung wurden erstmals von der Fachstelle Bildungskoordinierung und Beratung federführend koordiniert. (DIPF/Autor)

Children’s perceptions of primary science assessment in England and Wales

This study builds on and contributes to work on assessment of children in primary school, particularly in science. Previous research has examined primary science assessment from different standpoints, but no studies have speci?cally addressed children’s perspectives. This article provides additional insight into issues surrounding children’s assessment in primary school and how the assessment of science might develop in England after the science SATs (Standard Assessment Tests) were abolished in 2009. Some research suggests that primary science assessment via SATs is a major reason for the observed decline in children’s engagement with science in upper primary and lower secondary school. The analytic focus on engaging children as coresearchers to assist in the process of gathering informed views and interpreting ?ndings from a large sample of children’s views enables another contribution. The study, based on a survey of 1000 children in primary and secondary schools in England and Wales, reveals that despite being assessed under two different regimes (high-stakes national tests in England and moderated teacher assessment in Wales), children’s views of science assessment are remarkably consistent. Most appreciate the usefulness of science assessment and value frequent, non-SATs testing for monitoring/improving science progress. There was a largely negative impact, however, of science
assessment on children’s well-being, particularly due to stress. The paper demonstrates that children provide an important perspective on assessment and that including their views can improve policy-making in relation to primary science assessment.

Formação cívica e formação de professores: limites e potencialidades

A reorganização curricular do Ensino Básico de 2001 representou uma mudança de paradigma: uma aposta na flexibilidade, na integração e na autonomia. Uma das principais inovações desta reforma foi a criação de áreas curriculares não disciplinares, entre elas a Formação Cívica. Uma década volvida qual o impacto desta decisão? Estudos anteriores revelaram o uso administrativo e burocrático da Formação Cívica, ao serviço do Diretor de Turma e das suas responsabilidades de gestão da turma e resolução de conflitos. Num cenário de defraudamento das expetativas iniciais depositadas neste domínio não disciplinar e convencidos que estávamos da importância de potenciar espaços reais de promoção da Cidadania nas escolas desencadeámos um estudo de modelização dupla investigação-formação que nos permitisse compreender qual o papel da formação de professores neste domínio e os respetivos limites e potencialidades da Formação Cívica. Com base no pressuposto de que a ação de qualquer professor em contexto de sala de aula depende do conhecimento profissional que possui acerca de um determinado domínio curricular e reconhecendo a ausência de mecanismos de formação específica para a concretização dos tempos letivos de Formação Cívica, estruturámos o nosso trabalho com o intuito de contribuir para a construção de conhecimento sobre a natureza da formação de professores em Formação Cívica. Realizado no contexto da formação contínua de professores, o presente estudo desenvolveu-se em duas etapas fundamentais que se foram interligando entre momentos de investigação, reflexão, formação, recolha e análise de dados. A abordagem metodológica que se delineou para todas as fases assumiu um cariz qualitativo e crítico-interpretativo. Numa primeira fase, realizámos um estudo exploratório que nos permitiu identificar conceções, práticas e contextos no domínio da Formação Cívica. Selecionámos uma escola no distrito de Aveiro e entrevistámos 10 professores do 3.º CEB, coordenação e direção da escola, analisámos documentos oficiais e observámos aulas. Concluímos que a operacionalização da Formação Cívica está refém de um conjunto de condicionalismos, entre eles: a ausência de orientações curriculares; a sobreposição de funções do Diretor de Turma; o não reconhecimento das funções pedagógicas de uma área não disciplinar; a ausência de preparação científica e pedagógica dos professores responsáveis por este tempo letivo. A segunda fase do estudo contemplou a conceção, desenvolvimento, implementação e avaliação de um percurso formativo projetado com base nos resultados do estudo exploratório e da revisão da literatura realizada para o efeito. O percurso formativo, desenvolvido na modalidade de Oficina de Formação (OF), envolveu e alicerçou-se no potencial das tecnologias (participação numa comunidade online; criação de blogues; desenvolvimento de recursos digitais) e envolveu sete professores. Dos professores participantes na OF, foram analisados em detalhe o percurso formativo de três professoras de diferentes escolas do ensino básico e com diferentes níveis de experiência letiva em Formação Cívica. A realização deste percurso formativo permitiu-nos: i) identificar processos de reconstrução do conceito de cidadania e do lugar da Formação Cívica; ii) identificar uma visão mais alargada e transformadora da Formação Cívica ao invés de abordagens restritas de cariz administrativo; ii) analisar a importância da partilha de experiências, do feedback, do suporte e da reflexão no processo formativo para o desenvolvimento das práticas pedagógico-didáticas; iv) conceptualizar o conhecimento profissional docente associado à Formação Cívica. Consideramos que este estudo contribui para a necessária reflexão sobre o espaço e o papel da Educação para a Cidadania no sistema educativo Português, assim como para o debate da afirmação da Formação Cívica (com esta ou outra designação mas necessariamente com novos contornos), em particular no currículo do ensino básico. Sustentamos ainda a importância fundamental da formação contínua (de carácter ativo e reflexivo) e da construção partilhada do conhecimento para o desenvolvimento profissional dos professores de Formação Cívica, necessário para dar resposta aos desafios da Educação para a Cidadania.

O quadro interativo no ensino do português : dos recursos aos discursos

O trabalho que apresentamos, “O Quadro Interativo no ensino do Português: dos recursos aos discursos”, situa-se na área do Multimédia em Educação e, mais especificamente, no domínio da tecnologia e pedagogia em sala de aula. Partimos de um projeto de implementação de quadros interativos em agrupamentos/escolas do interior do país, associado a um Centro de Formação e procurámos evidenciar a forma como essa tecnologia levou à introdução de recursos digitais de aprendizagem na unidade curricular de Português. Nesse âmbito, fizemos uma análise sobre os tipos, funcionalidades e usos pelos professores e estudantes no processo de ensino e aprendizagem com os QIM. Analisámos também algumas estratégias de utilização no desenvolvimento de competências essenciais da língua e a interação que proporcionaram no ambiente educativo. Para percebermos as razões e fundamentos que estiveram na base da investigação, procurámos, na primeira parte do nosso trabalho, partir de três vertentes de uma conjuntura que fundamenta a aprendizagem no século XXI: a passagem de uma sociedade da informação para uma sociedade do conhecimento como um processo que radica numa comunicação em rede e na criação de conhecimento(s) através de recursos digitais; o desenvolvimento de competências adequadas e que conduz os indivíduos para ambientes de aprendizagem com as tecnologias; e numa Escola mais familiarizada com as tecnologias, onde o ato de educar cria novos desafios a todos os agentes educativos. Notámos que a capacidade de mobilizar a informação e o conhecimento na rede reclama atitudes dinâmicas, flexíveis e adaptadas à multiculturalidade. Esta característica favorece a construção de aprendizagens multifacetadas, a inclusão progressiva do individuo na “aldeia global”, tornando-o também cada vez mais criativo e produtivo. A promoção de espaços interativos de aprendizagem facilita esse processo e o conhecimento desenvolve-se numa interação social mediada por tecnologias que nos fazem participar nessa multiculturalidade, diversidade do universo e nas histórias pessoais e coletivas. Num ambiente com estas características, torna-se necessário passar de um conceito de ensino declarado nos saberes básicos ou em conhecimentos factuais para uma estratégia de aprendizagem que incida sobre o desenvolvimento e aquisição de outras habilidades. A aquisição de saberes no âmbito da leitura, da oralidade e da escrita tornamse importantes para os indivíduos porquanto esses saberes transformam-se em competências transversais para outros domínios e literacias. Tentámos mostrar que a escola do futuro terá de ser um espaço educativo que implique ambientes de aprendizagem onde vão confluir várias ferramentas tecnológicas, que arrastam consigo outros recursos e outras possibilidades de acesso à informação e à construção de conhecimento. Para isso, a escola está obrigada a mudar alguns conceitos e estratégias e a focar-se no desenvolvimento de competências para a vida. A definição de recurso educativo ou recurso de aprendizagem e a aceção do quadro interativo como um recurso tecnológico, que envolve outros recursos, digitais e multimédia, levou-nos a concluir sobre as potenciais mais-valias deste equipamento. Para além da apresentação da informação, da orientação da atenção e das aprendizagens para o grupo - turma, abre-se a possibilidade de relacionar e organizar conteúdos digitais multimédia, criar conhecimento e desenvolver competências de acordo com os interesses dos públicos em fase de escolarização. Reclama-se um padrão de qualidade nos recursos, avaliados e estruturados em função dos conteúdos, objetivos, desempenhos e currículos de aprendizagem dos aprendentes. Definimos o paradigma digital e as dinâmicas de comunicação e interação proporcionadas pelo quadro interativo. Concluímos que o QIM produz efeitos positivos sobre a participação dos estudantes, evidenciada por um comportamento mais positivo face às tarefas a realizar em sala de aula. Contudo, o papel desta ferramenta e dos recursos utilizados requerem dos professores e dos ambientes educativos novas práticas e modelos de comunicação mais interativos. A informação e o conhecimento tornam-se mais fluidos, diversos e atuais. Fluxos variados de informação em vários suportes e formatos ou pesquisas em tempo real podem ser facilmente incorporados, acedidos e manipulados durante as aulas. A partilha de materiais e recursos retroalimenta uma rede de informação e troca de conhecimentos, amplia a aprendizagem e cria comunidades de prática com as tecnologias. A inclusão do QIM, no contexto do ensino e aprendizagem do Português, promoveu a literacia digital; o desenvolvimento de recursos digitais de aprendizagem; criou ambientes educativos modernos, mais apelativos, criativos e inovadores. Conduziu a uma mudança de práticas, que se querem mais ajustadas às necessidades e expectativas dos estudantes, aos desafios dos novos tempos e aos objetivos de uma educação que reforça o papel e autonomia dos indivíduos no processo de aprendizagem. Por isso, a lógica de projeto ou as dinâmicas de trabalho em projeto devem conduzir a dinâmicas de escola que elevem os comportamentos dos professores para se familiarizarem com a tecnologia, mas também para desenvolverem competências tecnológicas e profissionais coadunadas com contextos educativos atuais. Os resultados disponíveis mostram um quadro predominantemente positivo das possibilidades educativas dos QIM no ensino do Português. O QIM apresenta um conjunto de potencialidades pedagógicas; incentiva ao uso de recursos digitais em vários formatos e com várias finalidades; propicia estratégicas de construção e reconstrução dos percursos de aprendizagem que levam ao desenvolvimento de competências essenciais da língua. Porém, há ainda alguns aspetos que necessitam de ser revistos para tornar os QIM ainda mais eficazes como ferramenta de ensino e aprendizagem em sala de aula. Assim: i. A introdução de recursos digitais de aprendizagem na sala de aula deve ser um processo bem refletido que conduza e valorize a aproximação do professor e dos estudantes, visto que ambos estão perante uma nova realidade de conceitos, representações e formatos que carecem de habilidades, capacidades, comportamentos e literacias próprias; ii. A transformação do ensino, no que respeita a uma aprendizagem mais autónoma e individualizada, não está generalizada com a introdução dos QIM nos contextos de aprendizagem observados. Parece haver um incentivo para abordagens tradicionais centradas no professor e nos conteúdos, uma vez que a aquisição de conhecimentos está também condicionada por um sistema educativo que considera esses conteúdos estritamente necessários para o desempenho de determinadas tarefas; iii. Pelos vários níveis de análise do discurso pedagógico que se institui com os QIM, o tipo que melhor o define é ainda o tipo unidirecional. O discurso interativo, tão badalado pelos modelos comunicacionais modernos e pelos conceitos inerentes às tecnologias interativas, parece ainda não ter sido bem compreendido e explorado nos benefícios que os QIM, os recursos digitais interativos e as tecnologias em geral podem trazer ao processo de ensino e aprendizagem do Português no 3º CEB.