Student Development in Social and Technological Contexts

Objectives

1. To comprehend today’s different social and technological environments and its impact in education
2. To think over the importance of the media and ICT on the formal and informal apprenticeships
3. To deepen the knowledge about multiple intelligences, resilience, and self-regulation in apprenticeship
4. To summon up the knowledge in order to think about the school as an organization and a learning community.
5. To understand the paradigm of positive school
6. To think about the conceptual and practical challenges of teaching and of learning at a distance
7. To comprehend the student of the 1st and 2nd ISCED levels and secondary education (ISCED 3rd level) as a learner and as a person in development.
8. To analyse critically the personal and contextual variables that lead to risk behaviours.
9. To think about the shift of paradigm of the academic success up to the promotion of excellence
10. To understand the academic excellence through a systemic and incorporated reading

Program

1. Social and technological environments and learning

• Today’s Social and Technological environments
• The media, the ICT and types of learnings
• Internet Use Patterns and socialization
• Multiple intelligences, resilience, and self-regulation in learning

2. The school as a learning community

• The school within the macro social system
• The school, well-being and the positive environment
• The positive school and the development of citizenship
• The challenges of the virtual teaching and learning

3. The development of the student in the learning environment

• Adolescents: affective, cognitive, and moral dimensions.
• From behaviour problems to the promotion of a positive education.

4. Changing the paradigm: from school failure to the promotion of success and excellence

• The school system and families in the understanding of academic attainment.
• Types of families and relationship challenges with the school
• Illustrative models of school failure
• The variables and programs in academic excellence

Teaching Methodologies

One valorises a methodology centred in the student, and in the interactive processes, privileged ways of the student’s involvement in their own learning process. In this context,one promotes the questioning, the reflection work (individual and group), the individual and the small group research work, the capability of creating solid projects ofintervention ands of critical debate about the analysed themes. One privileges the capabilities of the students to intervene in the specific and challenging school organizationalcontext, post-pandemic, within its’ systemic complexity and with the diversity of students and behaviours, through the execution of a research work and an interventionproposal, and of a continuous participation as well.

Bibliography

- Donaldson, S. I., Csikszentmihalyi, M. & Nakamura, J. (Eds.) (2020). Positive Psychological Science. Improving Everyday Life, Well-Being, Work, Education, and Societies Across the Globe. NY: Routledge.

- Lima, J., Maia, P., Meneses, M.A., Santos, E. (2016). Redes sociais e conflito organizacional. Redes, Revista Hispana para el Análisis de Redes Sociales, 27(1), 129-143

- Lonas, T., Waters, L., Williams, P., Oades L. G., & Kern, M. L. (2020). Third wave positive psychology: Broadening towards complexity. The Journal of Positive Psychology, 1-16. DOI: 10.1080/17439760.2020.1805501

- Medeiros, T. (Coord.) (2015). Adolescência: Desafios e riscos. Ponta Delgada: Letras Lavadas.

- Mucchielli, A. (2004). Étude des communications: Approche par la modélisation des relations. Paris, Armand Colin

- Olson, M. (2008). Introduction to theories of learning (8th Ed.). Pearson Higher Education

- Quaresma, S. C. P. (2010). Excelência académica em estudantes no final do enino. secundário. Tese de Mestrado. UAc