“We had students with difficulties especially mathematics and science, many felt a great departure from the classes and needed almost a reality bath in class,” said the president of the group, José Loios, Lusa.
With the digital age to invade the daily life of young people, teachers reinvented the teaching methods and the group stepped forward, giving the rooms’ tablets`, tactile interactive tables, digital blackboards, computers, `drones`, cameras and 3D printers to better motivate students and approach the school reality.
Ana Battle, professor of history, was one of the first enthusiasts and has been giving training and convince others of how cluster teachers to the more theoretical content of each discipline can be taught, using the technologies.
“Imagine students learn the sixteenth century religious crisis only to read the manual and listen to the teacher does not have the same result, or the same motivation that can use a` tablet` and access to online content, virtual tours and a number of features that are now on the internet, always accompanied by the teacher “exemplifies Lusa the teacher.
Computers, interactive whiteboards, `tablets` and mobile phones are all networked, so much of the work done in the room is done” virtually “and the pen and pencil are hardly used.
In class of History and Heritage Site of a class of 8th grade, the teacher Ana Battle gives the address of sites on the Internet for students searching for a local church and formulate questions to make each other. By monitoring the exercise, the teacher evaluates students immediately, realizing who missed or hit the issues.
“It encourages more work with the new technologies that we only read in textbooks,” says Lusa Bogalho Raphael, 13, 8th graders.
The ’2nd school futuro` classroom and 3rd cycles began three years ago to the discipline of mathematics and science in the 6th year.
With the improvement of the results by the students and the strong support of teachers, it began to be extended to other disciplines, requiring the purchase of more technology to spread by other other rooms, and this year opened a second `futuro` classroom for Ferrel students of the first school cycle.
“Before the classes were a drought, were more and studied from books or went to the home computer and now we learn more because we have more technology and are less,” confesses Lusa João André Vieira, eight, attending the third year the first cycle.
Parents can more closely monitor the school career of children without having to travel to school, exchanging emails with teachers or by accessing the school website, which have information on fouls, testing or evaluation elements.
The project, funded by the Gulbenkian Foundation, covers 650 students and has also contributed to approach the parents of the new technologies.
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