Publicação
Learning provided by the transformation of a written text into a multimedia text
| Resumo: | This paper is a critical reflection about teaching practices of two professors responsible for the teaching of Portuguese Language and Information and Communications Technology, a subject of the degree in Elementary Education. The reflection is based on results collected through participant observation during lessons with two classes, through the final individual reflections written by all students of both classes, through three tasks produced by some students and, finally, through interviews with these students. The set of activities under consideration were intended to develop the competence of narrative writing and of a multimedia text production. It was found, however, that new more relevant learning has taken place in other areas: the production of the script, a tool that transforms the written text into a multimedia text, and the recording of planned speaking by children who collaborated in the creation of the PhotoStory. |
|---|---|
| Autores principais: | Rodrigues, Maria Rosário |
| Outros Autores: | Pinto, Paulo Feytor |
| Assunto: | Portuguese language ICT Learning |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | capítulo de livro |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Setúbal |
| Idioma: | inglês |
| Origem: | Instituto Politécnico de Setúbal |
| Resumo: | This paper is a critical reflection about teaching practices of two professors responsible for the teaching of Portuguese Language and Information and Communications Technology, a subject of the degree in Elementary Education. The reflection is based on results collected through participant observation during lessons with two classes, through the final individual reflections written by all students of both classes, through three tasks produced by some students and, finally, through interviews with these students. The set of activities under consideration were intended to develop the competence of narrative writing and of a multimedia text production. It was found, however, that new more relevant learning has taken place in other areas: the production of the script, a tool that transforms the written text into a multimedia text, and the recording of planned speaking by children who collaborated in the creation of the PhotoStory. |
|---|