Foundation – Nónio
The Entre Mar e Serra Competence Center (CCEMS) is a public entity supporting Portuguese schools in the integration of ICT in educational contexts.
Created in 1998 (Nonio XXI Century Program)
Centers of study and investigation in ICT, applied to education
Support to the implementation of ICT projects at school context
1998
Digital Artists – http://artistas.ccems.pt
Encourage the creativity of students in kindergartens, 1st cycle and 2nd cycle of basic education
Students are invited to participate and submit their drawings to the portal of the project with the help of their teachers (http://artistas.ccems.pt).Each year, we launch a different theme for the contest.
GPTIC (Evolved to GATO and then to GARE)
It was s a tool that aims to facilitate the organization and management of school projects and activities:
Activity planning and its subsequent evaluation;
Validate the resources of the school and its use.
Through the Internet, teachers can:
Plan educational activities for your students;
Indicate laboratory needs and other resources;
To request the resources available for the academic periods.
Cisco
The Program of Networking Academies of Cisco Systems (Cisco Networking Academy Program) is now established in institutions around the world. The innovative model of E-Learning Adopted by Cisco combines learning with web based learning assisted by an instructor and laboratory practice.
The CCEMS is a Regional Cisco Academy, supporting during the project, local Academies located in 13 public schools.
2001
Ouri
This project aims at stimulating the interest and promoting students’ activities in Mathematics. This game combines logic, strategy and reflection, with challenge and competition.
By introducing the game in our schools we want students to acquire and develop, in a playful and interactive way, and in different contexts (classroom, playground, library, family, etc.), a set of skills that we believe are relevant to the development of mathematical thinking.
2002
Rede de escolas
Network of schools, in which there was a teacher without classes, who participated in biweekly meetings with the CCEMS, for training and exchange of experiences.
Class Server
Microsoft® Encarta® Class Server offers teachers a complete, integrated, Web-based solution for curriculum management and classroom administration. Encarta Class Server consists of three parts: a server application for administration, a Web browser-based student and parent interface, and teacher client software that is installed on individual computers. CCEMS have participated in a Class Server implementation pilot, providing training and technical support to teachers from 16 schools around Leiria.
2003
SICAE
Web-based system
Organizational tool for Grouped-Schools
Transmission of standard communication
2004
Escolas navegadoras
Three elementary and junior high schools are part of the “Escolas Navegadoras” pilot that replaces traditional notebooks with Tablet PCs and chalk boards for smart boards.
In this pilot, funded by UMIC and the Ministry of Education, three schools were set up representing three different teaching environments, by number of pupils and ages: two basic schools (with 98 and 262 pupils) and one secondary school.
The EB1 school in Avelar (the smallest of the three) received five smart boards, 60 tablet PCs with educational software, one server, ADSL upgrade. The EB23 school in Avelar was also equipped with an ADSL network, server, two smart boards and 25 laptops.
The CCEMS accompanied and supported the implementation of the project in Avelar.
Escola do Futuro PT
As a result of the participation in the TV contest “SAPO Challenge”, the CCMI (Portuguese School of Leiria) won “THE SCHOOL OF THE FUTURE PT”. It was equipped with interactive whiteboards, laptops, desktops, servers, internet and structured network. CCEMS participated in the design of the solution and was responsible for the training of all teachers in the various technologies installed.
Smart@Escolas
SMART Technologies Inc, a Canadian company that produces Smart Board multimedia interactive whiteboards, is committed to promoting studies on the impact of technology on teaching and learning processes. In this context, it proposed to entities in Portugal and Spain the development of an action research project on the use of Smart Board interactive whiteboards in the context of the classroom.
CCEMS was chosen by Smart Iberica to coordinate the experience in Portugal, in articulation with similar projects to be implemented in three Spanish regions – Catalonia (Universitat Autónoma de Barcelona), Castilha and Leon (National University of Education A Distance) and Navarra (University of Navarra).
2005
GATO (now GARE)
Web-based system
Organizational tool for Schools and Teachers
School Educational Project and ICT Activities
Planning activities and their further evaluation
Management of each School’s ICT resources and their usage
Conceiving long term essays of Educational Activities
R21 – http://r21.ccems.pt
Content Management System
Educational Resources Repository made by teachers
R21 is a collaborative portal for the dissemination of educational contents which involves teachers and students in practical activities through the usage of ICT.
Its main goal is to promote cross curricular activities and to showcase best practices in teaching and learning with ICT.
Eureka – P3D
Project pilot implemented in several Portuguese schools involving 3D virtual reality (biology and geography).
Moodle
More than 200 schools across the country are using Moodle platforms offered by CCEMS with the support of FCCN. Thousands of teachers and their students reinvent and create new times and spaces of learning and new ways to communicate and interact.
We provide Technical Support; Troubleshooting; Educational advise and Teacher Training.
2006
Digital directors – http://cineastas.ccems.pt
Encourage the creativity of students in 3rd cycle of basic and secondary education
Students are invited to participate and submit their movies to the portal of the project (cineastas.ccems.pt)
Each year, we launch a theme for the contest
2007
Projeto GO! – http://go.ccems.pt
To promote new ways of learning and involve all the schools’ community. By working with these “new” gadgets (GPS, Smartphones and Sensors), students will have the opportunity to see in real context the application of theories learnt in the classroom.
Areas of intervention:
– Science and Environment (main area) Work with sensors and GPS gadgets to get data from the environment, analyze it with the students and produce KMZ files
– Multimedia Georeference Tracks With Smartphones and GPS generate historical routes of the Portuguese Heritage (historical, natural), produce KMZ files and share them in the internet
– GPS in outdoor activities Geocaching and orientation are the main activities
2008
Laboratório de Línguas
Pilot project resulting from a partnership between SANAKO (http://www.sanako.com) and CCEMS aiming at improving the language teaching in schools by using the existing equipments or those provided by the PTE initiative.
QIM (PTE)
As a way of integrating Interactive Whiteboards (IWB) in Education, and to fulfill the measures for equipping schools under the PTE (Tech Plan for Education) initiative, several programs are being developed.
One of the first initiatives was the creation of a sharing and debate space also used to solve problems and to disseminate good practices of the usage of IWB.
As request by the Ministry of Education, CCEMS organized the training of trainers in this technology, after which it was replicated in teacher training at the national level.
2009
GARE
It is a component for Moodle, developed by CCEMS, which allows a school to manage all its annual activity plan, also establishing a relation of each activity with the educational project, also allowing the management of existing resources. At any time it is possible to obtain full or partial reports on the activities carried out and their evaluation by the proposers and the target public.
2010
Windows Multipoint Server
WMS technology provides students and teachers with the latest Microsoft systems and applications with centralized management, standardization, and high standards of reliability, without the need to renew client computers. It provides monitoring and control tools that allow new and renewed approaches to how ICTs are enhanced in teaching and learning processes.
For the implementation of this project, funded by Microsoft, four training groups (Porto, Coimbra, Leira and Lisboa) were held involving 60 teachers who were trained in the configuration and use of the system and then replicated in their respective schools.
2012
Banco de Questões – http://bancodequestoes.ccems.pt
The library of printed questions is a repository of issues cataloged according to the programs and open exclusively to the teachers who attend the training. The idea is that everyone benefits from the work of everyone, facilitating the tasks of testing, sharing results, and allowing a joint reflection on the instruments and methodologies of evaluation based on real data from diverse contexts.
2013
Avalia-te – http://avalia-te.ccems.pt
The Electronic Questions Library is a repository similar to the previous one, but for self-corrective questions that can be proposed to students from the Moodle platform (programmed / configured for this purpose) to be carried out at home, in the classroom, etc. The idea is to promote students’ self-regulation of learning but, as teachers have access to data, it is also intended to regulate teaching, by better knowing its effectiveness in learning from a formative perspective of evaluation.
2014
Ciber-challenge
We were contacted by the General Command of the National Republican Guard to be partners in an initiative related to the Secure use of the Internet, a challenge we accepted and of which DGE / ERTE was also a partner.
The main objectives of the initiative are:
• Promote in students the stimulus for learning about digital security and citizenship;
• Contribute to the adoption of digital safety rules by students;
• Encourage a healthy spirit of competition through the involvement of the educational community (parents, parents, teachers and technicians involved in education and training);
• Contribute to the strengthening of the bonds of trust and the increase of proximity between the young people and the GNR.
2015
Laboratório dos sentidos – http://labsenses.ccems.pt
It seems to us important to promote learning contexts in which the structuring aspects of information literacy are based on significant real-world observation experiences associated with students’ daily lives (Using Sensors and dataloggers).
This project aims:
• To promote a new approach to the formation of the concept of number, in its multiple representations, based on the pre-existing knowledge about the reality of oneself and the surrounding world;
• Implement methodologies that stimulate learning by discovery through the realization of practical learning challenges, starting from sensory information for the discovery of the measure;
• To promote information literacy skills by integrating reading, searching and evaluation of information, its treatment and analysis within individual and group activities;
• Promote motivation as a fundamental strategy to promote school success and meaningful learning in different areas of knowledge.
2016