Proceedings of the Eighth IASTED International Conference Web-based Education (WBE 2010) March 15-17, 2010 Sharm El-Sheikh,

EGYPT

PRESENT WEB-BASED TECHNOLOGIES IN PORTUGAL: REGULAR MIDDLE AND HIGH SCHOOL POSSIBLE NEW MIXED MODEL
Teresa Florentino UPSAM Universidad Pontificia de Salamanca, Madrid Paseo de Juan XXIII, 3 28040 Madrid terflor@gmail.com Luis Joyanes UPSAM Universidad Pontificia de Salamanca, Madrid Paseo de Juan XXIII, 3 28040 Madrid luis.joyanes@upsam.net perceptions about this issue. For training we got answers from questionnaires and compared them with theoretical analysis to obtain related information. Finally we considered the results of all data to suggest and explain concerns about these ICT resources, programs and training and particularly ICT web-based tools and infrastructure. This article contribution may have impact in combining analysis and evaluation for investigators and Government or particularly for Ministry of Education in charge authorities.

ABSTRACT This article refers some details about Information and Communication Technologies (ICT), particularly webbased equipments, tools and applications in Portuguese Middle and High regular public Schools. This article is based on a study started in 2007 and which is now in a final and consolidation phase. This study also includes statistical analysis based on the questionnaires made in Grande Lisboa (main Lisbon parishes). According to these questionnaires, technologies are quite accepted by teachers and students. Use and quantity of resources restrain learning evolution in more recent technologies. Web-based technologies are insufficient inside schools, the use is low and there is a shortage of training. ICT maintenance can also be difficult to manage inside schools. Updating existing programs and the acquisition of ICT equipments are goals to reach in the years to come. Combining theoretical knowledge and on field perceptions, analysis and evaluation leads us to conclude that, inside Portuguese Middle and High Schools, it seems we have some evident discrepancies between quantity and use of ICT resources. Web-based learning is probably a desired goal yet far from the real and effective use in Portuguese education. However, we are optimistic, perspectives are good and we will overcome this problem. KEY WORDS Web-based technologies in Portuguese Middle and High School.

2. Web-based technologies
In this article we focus on web-based technologies like eLearning, e-collaborating platforms, mobile equipments and some traditional technologies like computers and Internet. E-learning (learning via electronic networks) and Web-based learning (learning supported by the web) are now keywords in educational discourse. E-learning has been presented as distance learning, training, self-training, and as a solution to all the inefficiencies of education, since several years as it can be found in literature. We generally find contexts in which e-learning is included, namely in Information Society inside Knowledge Society, even though the "practice of e-learning requires the use of tools and interfaces for implementation: friendly applications; management platforms (LMS), and Knowledge Management System (KMS), in short, virtual environments designed to support activities conducive to learning [1]. E-learning as a method of distance learning and in many cases a good way for training, as part of the mixed regime (b-learning). It also involves the provision of materials related to training and often referred to e-content which are specifically designed for these learning environments. One of the e-Learning definitions that seem better reconciles the technological and educational aspects are the definition proposed by Elliott Masie: E-learning is the use of network technology to design, deliver, select, administer, and extend learning. [2]. The importance of e-learning is quite evident and it is given strong emphasis now on the present Portuguese government and in the Technological Plan for Education, where one of the guidelines is: "Creating a Portuguese School Portal with sharing
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1. Introduction
In Portuguese regular Schools, ICT resources are scarce, though much better nowadays. In real world ICT change every day, and this includes more recent equipments and applications as web-based ones. Training related to these equipments is low; use is also low and from this perspective we will have to work hard to improve our knowledge with these technologies. Teachers and students aim to get more information and knowledge concerning more advanced technologies. Suggestions are also made supported by surveys (1210 questionnaires were made in Middle and High schools in Lisbon). From ICT resources we collected answers from questionnaires to obtain
688-050

features content, distance education and communication (e-learning platform) with the project More School.pt. The importance of e-learning is central in the relation of teaching and learning at distance or in mixed environments face-to-face and distance classroom, so its characterization is always timely. Many definitions exist, but e-Learning is generally agreed on as a system of interactive learning supported by Information and Communication Technologies, which involves an integrated framework of resources to support teaching and technical and administrative tasks. Generally we can say there are 4 basis vectors inside e-Learning, presented by [3]: 1- interactive learning; 2 - support through Information and communication technologies; 3 integrated structure resources for teaching-learning support and 4 - technical and administrative support. The Blended-Learning, commonly known just as b-Learning, emerges as a form of e-Learning, but where components are mixed gathering distance learning with classroom activities. There are two possible approaches [3]: 1 supplement to face-to-face training - support classes and 2 - minimizing presence component - all other training events are conducted remotely, with scheduling time for self-study sessions, synchronous (chat), and tests for selfassessment, work development and other learning activities. However, there are more possibilities in models of teaching and learning in a virtual context, using common tools and digital technology, called digital natives by [4], which have been growing in the market and integrated today in the so-called 3D virtual environments that were born in the 1970s, with "more and more advanced, complex, and available high-quality graphics" [5]. Stand out in this virtual world, Second Life (SL) is included in the latter type. It seems, however, and given the characteristics and difficulties of use, registration, contents, etc.., something mercantilist and less geared to "open use" in public schools, with many limitations, SL will be quite difficult to use inside Portuguese Middle and High Schools. Portugal Mobile School supported by Government, is a distance learning project, supported by an e-Learning platform since 2005/2006 for 7th, 8th and 9th grade students in the Middle School to respond to different social people like show business or Gypsy people and all itinerant people who have children in compulsory school. This plan began with a special curriculum, adapted from regular Middle School except physical education (Mobile School supported by e-platform Moodle). Nowadays, mobile school includes 5th and 6th grades and in 2007/2008 was spread to mothers help and students over 15 years old who abandon school for different and diverse reasons. This platform has a site with several menus to help students and communities to understand this project. Menus like: Global - Who we are, Mobile School, Curriculum, Activities, Internal rules, School community; School Broad, tutorial, Classroom, Resources, Gallery; Journal O Farol, help users to understand and to know about Mobile School activities. Main objectives of this project is social inclusion, encouraging students to finish
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compulsory school, namely through professional courses. On the other side, Mobile School (curriculum Project) aims to be an instrument to change and to get knowledge and success, accessible to all, developing main competencies in Middle School. There are not many examples in this area, though the understanding that ICT resources and access are not easy for virtual environments supporting, lack of support is also a handicap [6]. In fact, only in the past 5 years, schools got new materials equipments and infrastructures to support mobile learning. Although these new equipments, they are scarce and there is shortage of training in this area, both for teachers and students. Mobile resources are scarce and also libraries and support centres but fortunately home resources seem to be good. Families seem to have reasonable equipments, computers and Internet access. Guided by INE statistics [7], ICT inside families in first Quarter 2008, show that half of the families have computers, 46% of Portuguese families have Internet access, among these, 85.5%, (39.3% of families) have broadband. Also 97% of younger people, ages between 10 and 15 years old, make use of computers, 93% access to Internet and 85% use mobile telephones. Virtual School can have its space conquered in the next years and inside it, Virtual Classroom space can appear anywhere and anytime as a place where students and teachers work together as a strong group, allowing relationships, companionship, sociability, emotional support and sense of belonging [8]. A few examples of virtual Schools occur in Portugal. Main reason seems to be the fact of difficulty to ICT access, especially with virtual and mobile support equipments, wideband and elearning and collaborating platforms.

3. Recent technologies, curriculum

programs

and

About 70 documents, programs, curriculum and related documentation concerning Middle School education were analysed. Main technologies references belongs to Portuguese language subject with references like: television, radio, how to use articles collected from Internet, as way of reflection and criticism and other ICT allusions. There are clear indications and incentives to ICT use in the Portuguese language concerning reading and writing skills or information searches. In Foreign language, ICT appear only on traditional Technology with audiovisual and multimedia materials: tape, audio, video, disks, radio and television broadcast, CD-ROM. Human and Social Sciences, Physical and Natural Sciences, Artistic Education, Technological Education promote discussion of ideas and investigations results, carried out by ICT tools including Internet, as well as in Science simulation and learning experiences. ICT use is encouraged. History program adds experimentation with ICT resources. In Introduction to Information and Communication Technologies subject there are references to configure and customize equipments, to use and to

know how to work with computers. Digital videos, magazines and technical manuals are referred to support lessons and promote research and discovers. The most innovative and quantity of ICT references appear in Introduction to Information and Communication Technologies, Music, Geography, History and Mathematics subjects using better and more complex technologies in their curriculum but, for now, only for the most traditional ICT. In 2007 there were made clear references to present and new ICT tools like Moodle or electronic portfolios inside 8th grade subjects, Orientations to ICT in curriculum 8th grade, EP-AP8 (2007). This approach fits into the most advanced type of ICT programs and it is expected to boost ICT in coming years. In our research for High School curriculum, three years of study, we analysed a total of 132 programs, 92 programs of Technological courses (TC) and also include ateliers and practice programs (51 Specific and General programs and more 41 Practices programs) and 40 programs of Scientific Humanistic course (SHC). In the regular High School programs and curriculum, generally there are some subjects that invoke advanced technology although majority is generalist. Major references of technologies are, without any doubt, those which belong to Technological courses. Most tools and concepts found in programs since 2004 are for example: PDA, eLearning, mobile phones, mobile PCs, GPS, POS or latest concepts as CRM, e-commerce or social networks. Lack of specific references and influence in other programs, mainly in Humanistic courses lead teachers to avoid these ICT tools, once, nothing or almost nothing is referred in programs and nothing forces it. Concerning Ponte [9] observations in 2000, it is a problem when you say to educators and students to use new technologies, but nothing it is mentioned in programs and no request is done and this concern still exists nowadays. Technological courses shall be replaced by Professional courses and it is hoped that clear incentives to use new technologies will appear. These new programs which are being developed now, should merit further study in the future, and would be very interesting for comparison with present Technological and Scientific - Humanistic courses.

subjects under analysis in this article. Distribution of students' answers for the different learning levels, six different grades (7th, 8th, 9th, 10th, 11st and 12nd grades) were uniform between 13.6% and 18.7%, with an average of 16.9%. Inside the Universe of 43 schools, students and teachers of 12 schools answered the questionnaires. They were divided into 48% masculine gender and 52% feminine gender, with an average age of 15 year-old for students and 41 years old for the teachers. ICT collected from data from questionnaires explain that there are 96.2% in house computers for those inquired, 86.5% indicate that family use computers, 90% have Internet in house and 82.1% affirm that family use the Internet. Teachers ICT importance (in a scale from 1 to 5: 1 Null or no importance until 5 - Very important) show a clearly intensity superior to the median 3, with 4.1 value that reveals, in general, that ICT is considered important for teachers though 91.2% of teachers affirm that ICT are medium, important or very important. For students, 90.6% also affirm that ICT are very important. The intensity in Likert scale, 3.6 points means that there is, in general, a variation among moderate (3) and important (4) perception. In general, sample indicates that ICT is important, as for the considered sample, the median value is equal to 4. 4.1 Quantity and use of questionnaires answers new technologies

Through the following bar graph it is noticed that in the scale from 1 to 5, values round 3 points. This may indicate that the amount of resources round reasonable values, although accepted. They round the value 3 in the questions about G11 - Computers, G12 - Technological Equipments, G13 - Information Programs and G14 Cable - Internet. Some values reflect insufficient resources (values under 2.5) in answers settled for the most advanced technologies: G15 - Access points to the Internet (wireless Internet), G16 - Electronic Whiteboards and G17 - Mobile Technology. Except for computers and Internet the infrastructure for web-based or related technologies are scarce.

4. Statistics
In our questionnaires, 1210 answers were analysed, made in main parishes around Lisbon, representative for this region, the biggest cosmopolitan area of Portugal and representative of Portugal (as our study prove). Amongst these, 136 were from teachers and 1074 from students. The questionnaires were analysed with relative easiness because there were not many mistakes; just a few invalidate answers or wrong fulfilment. We worked with Excel and SPSS programs (spreadsheet and statistics programs), using parameters, concepts and validations supported by statistics. General data were summarized as following in most important conclusions and related
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Graph 1- ICT - quantity of resources

The ICT use legend for table 1 is: 18 - Computers; 19 Technological Equipments (calculating, TV, video, projectors, sound equipments, voice, etc.); 20 Learning Digital Applications; 21 Electronic mail; 22 - Internet; 23 - Electronic Whiteboards (IWB); 24 - e-Learning Platform (Moodle, Dokeos or other); 25 - Collaborative Platform (BSCW, Blogs, Wikis or other); 26 - Mobile

Technology (portable computers, PDAs, mobiles telephones, GPS, etc.). In general, ICT use is low, only Computers (18 question) and Internet (22 question) almost reach 3 points. That seems to mean that in general, ICT use is not good especially for new technologies.
Table 1 - ICT- use
Grade 7th 8th 9th 10th 11th 12th Teachers Total 18 2.6 2.6 2.5 2.4 2.2 2.8 3.6 2.7 19 2.5 2.4 2.3 2.3 2.3 2.4 3.1 2.5 20 2.1 2.2 2.1 2.1 1.9 2.1 2.4 2.1 21 1.9 1.9 2.0 2.1 1.8 2.1 3.2 2.1 22 3.0 2.8 2.8 2.5 2.4 2.9 3.6 2.8 23 1.8 1.7 1.6 2.0 1.7 1.9 1.5 1.7 24 2.0 1.9 1.9 2.2 2.2 2.1 2.1 2.1 25 1.8 1.7 1.7 1.8 1.7 1.8 1.7 1.8 26 2.2 2.3 2.0 2.1 2.0 2.2 2.4 2.2

These values were confronted with hypothesis testing for proportions, according or disaccording answers, validated for the studied population of Portugal regular Schools. 4.5 Hypothesis testing Likert scale is ordinal so, even some studies use mean with this scale, in fact, this scale is not numeric. Therefore, we can only establish measures of median or mode but not average (mean). To overcame this situation we use testing proportions (and not testing mean) considering that, for a given sample x - people who agree and y - people who do not agree, on a total of x + y, will constitute a ratio of x / (x + y) proportion of people according and y / (x + y) for people disaccording. After these assumptions, we can consider valid the hypothesis testing for proportions and as the given sample is (bigger than 50) n>50, we will use Normal values. Defining hypothesis testing, we have, Ho: p0.5 and H1: p<0.5. Norma determines that Ho is in concordance with questions and tests were done in that sense, considered Bernoulli Population, X b(x: 1; p), =0.01 significance level. This means: Ho: p>=0.5 (majority more than 50% of population - say this is in minimum, reasonable, good or very good); H1: p<0.5 (majority say this is insufficient or null). G18 a 26 answers: Ho: p>=0.5 (majority say this uses in minimum: some times, often or always). H1: p<0.5 (majority say this is in maximum sometimes or never). In our study hypothesis testing under T= - 2.33 (tabled value under conditions) means rejection. Conclusion: for all questions both teachers and students we have rejection for 4 questions. In these questions, the majority does not fit in accepted region, in these questions, the majority is in rejection area G17_Quantity of resources - mobile technology - PDA, telephone, GPS, etc., T = -4.5; G24_Resources use - elearning (Moodle, Dokeos, other), T = -12; G25_Resources use - collaboration platforms - (BSCW, Blogs, Wikis, other), T = -19.6; G26_Resources use mobile technology - PDA, telephone, GPS, etc., T = 11.1. These rejections can signify that there are scarce resources and low use of web-based and related ICT resources but no ICT inconveniences in main Lisbon parishes schools. The rejection questions for mobile technologies or related ones are reported in the following table.
Table 2 Rejection in ICT questions
Answer P17_Quantity of resources mobile technology PDA, telephone, GPS, etc.) P24_Resources use - e-learning (Moodle. Dokeos. other) P25_Resources use collaboration platforms (BSCW, Blogs, Wikis, other) P26_Resources use - mobile technologies PDA, telephone. GPS, etc.) Total 1210 1210 1210 1210 t (reasonable) -4.48 -11.96 -19.61 -11.10 Concerning questions Rej. Ho Rej. Ho Rej. Ho Rej. Ho

4.2 Highlights from positive answers (scale equal or superior to 3) Related questions like: G55_ICT future - virtual environment will be used in schools supporting traditional classes; G57_ICT future - Internet will cause "no traditional book use"; G58_ICT future - Internet will promote new way of training and education; G59_ICT future - in Middle and High School - computers learning is insufficient; G60_ICT future - in Middle and High School - Internet and e-mail learning are insufficient; G61_ICT future - in Middle and High School - e-learning is insufficient. Group 62 64 - ICT in teaching-learning process reveals that answers in this group demonstrate an agreement perception with the affirmative questions: G62_ICT and teachers - very useful to explanations; G63_ICT and teachers - promote and increase materials quality; G64_ICT and teachers - promote and increase discipline inside classrooms. It reflects positive perception with relationship with ICT use inside or outside classroom. Referring that the plagiarism can be constringed, but that in general, there are no inconveniences, the ICT future is well accepted and also new technologies. In general ICT were not quite used and quantities are scarce. The virtual atmospheres will be welcome despite of insufficient equipments and training. 4.3 Agreement questions (scale equal or inferior to 2) In this group of questions Group 18-26 - Use of ICT resources there are two questions under value 2: G23_Resources use - Electronic whiteboard and G25_Resources use - collaboration platforms - (BSCW, Blogs, Wikis, other). See table 1. 4.4 Majority of questions are neutral (scale between 2 and 3) All the remaining questions not mentioned previously in this summary are neutral. They round value 3, considering a 1 to 5 scale, most of the answers lie between 2 and 4.

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4.6 Inference over population Inference allows saying that taken a sample, population has the same characteristics, same opinions, and in this case, as inquires say, ICT resources were rejected, use and inconveniences have no problem in the sample, so population also does. Rejection for proportion says that it is rejected that resources are reasonable, good or very good; this means that rejected answers responses say that use were low or null. For ICT resources and its use, rejection reveals that the majority of responses reveal (also population) that ICT use is null or low. For ICT inconvenience it seems that answers are neutral or in disagreement or strong disagreement, that means good relation with ICT. It seems there is no inconvenience of using ICT. According to the sample, the significance level for the observed proportions, lead us to believe that the largest problems, for the sample of students and teachers of Lisbon population schools, fall into reduced amount of electronic whiteboards and mobile technology. Under perception of inquiries, sample and population (according statistical inference), show reduced use of ICT equipments, not only because they can be insufficient, but because the use won't be the best. In these several technological equipments are included: technological equipments (calculator, TV, video, projector, sound apparels, voice, etc.), learning oriented information programs, use of electronic mail, electronic whiteboard, e-learning platforms such as Moodle, Dokeos or other, collaborative platforms (BSCW, Blogs, Wikis or other) and also mobile Technologies (portable computers, PDAs, mobiles phones, GPS, etc.).

Table 3 Characteristics of Virtual (VC), Traditional (TC) and Mixed (MC) Classrooms and ICT impact.
ICTimpact TeachingLearning Context:teacher/ studentperception. Newparadigmforthe classroomvirtual classroom TeachingLearning Content:materials. Establishmentof objectives,qualityof information Format Schedules Courses Programs TC Inflexible Inflexible Inflexible Restricte d Inflexible Inflexible Restricte d Restricte d Medium Medium Medium Formal Managed VC Flexible Flexible Flexible MC Medium Medium Medium

Materials Assessmen t Tests/ Exercises Model

Enlarged Enlarged Flexible Flexible Medium Medium

5. Virtual classroom web-based supported

Considering that traditional classes do not have common technologies (computers with Internet, laptops, electronic boards, platforms, EA) or if there are some, this is true only for rudimentary ICT, as for example, computers with Internet, traditional technology equipment, calculators, video projector; CDs / DVs. The virtual classroom environments will be fully based on technologies, eplatforms, may be synchronous or asynchronous and may be present in any desktop or portable computers. Classes may incorporate both environments and both technologies. What we can predict is how the impact of technology is identified (see table 3), trying to show the different dimensions and characteristics for each classes. The array of cost versus flexibility of processes associated with Teaching-Learning (T-L) and virtualization are mapped in the following matrix. The idea is to try to understand how we should place schools with their financial holdings and scope within their ICT objectives. It will also allow us to understand future trends given the growing availability of technologies.

Punctual Interactiv Mixed /Fix e/Free ICTandconditions Physical Equipment Inflexible Free Mixed Stocks,Infrastructure, Space High Mixed Accesstoinformation. Technology Medium centralization/ Low/ Medium ICTtraining High decentralization Medium /High timingsynchronous Communic Encourag Encourag Medium orasynchronous ation ed ed

TeachingLearning Knowledge Procedure:Training Initiatives.Objectives Informatio control,student n monitoring. Socializatio People n Use:participation. Collaborati Demand.capacity on Student role TeachingLearning Teacher Context:teacher/ studentperception. role Newparadigmforthe Teaching classroomvirtual style classroom Support

Extended Extended Extended Extended Encourag Encourag ed ed Encourag Encourag ed ed Quite Active active Interactiv e/ Mixed Informal Flexible Mixed

Figure 1 - School Matrix - Virtualization.

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There are 4 quadrants where the characteristics of more or less virtualization, higher or lower costs of ICT are sent to an array, giving different classes: Traditional classroom (TC); Mixed (traditional and virtual environment) classroom (MC) and Virtual classroom (VC). This concept and matrix placement can lead us to an easy understanding of flexibility and costs relating to ICT. Costs clearly rise when we move from traditional classroom environment to virtual classes, as well as the flexibility increases when it reaches virtual environments. Furthermore, the enhancement of knowledge and information moves towards the virtual classrooms environments as well as the highest level of students and teachers ICT training, so they can deal with more advanced technologies. In the quadrant of higher costs and greater flexibility - 4th quadrant (4Q), we find companies, especially private ones, and Universities. In terms of public education, which will further restrict training and financial resources, the dispersion should be made taking into account several factors such as for primary education, where there is great concern with virtualization because children must be physically accompanied with educators. As levels increase, tendency is passing from quadrant 1 to quadrant 3 more virtualization at low cost is desired (particularly in public schools). In quadrant 3 special cases can be found, like mobile education education for itinerant people (Gypsy or show business people, or other nomadic people). In the 2nd quadrant we can find professional courses, specialised training organizations. 5.1 Virtual classroom approach Mixed classes are willing to solve difficulties and to support classes in the current context of teaching and learning in Portuguese public schools in Greater Lisbon, and in other Portuguese schools. One of the biggest problems faced by students outside school may be the lack of monitoring of school activities. Furthermore, school classes often do not allow differentiated learning and focused on the diversity of students. Mixed classes could thus be a better bet to support students in the teaching-learning process (T-L). Moreover, teachers can also build or contribute to a hybrid model which will try to be well succeeded within students, allowing more freedom and flexibility of choice for knowledge, learning and evolution inside classes. Equipments can delay this progress but based on the questionnaires it can be overcome if resources appear in next years in our schools.

6.1 ICT resources and use ICT use without the required adjustment to perform learning activities can lead to a situation of excess resources in place to encourage learning and can generate confusion and difficulties in acquiring new knowledge [10]. From Jamieson-Proctor study [11], students have high confidence on using ICT and seem that can modify or have some influence for teaching and learning like BECTA (2003a) point teacher confidence is a major factor determining teachers and students engagement with ICT. Like in Portugal where students like to work with ICT tools, in UK Christine Gilbert [12], said: 'Students are enthusiastic about learning ICT, both in school and at home. There are some great examples of students using modern technology to communicate and present their ideas. But also like in Portugal, in Ofsted study for 177 UK schools [12], [13] in secondary schools, students were adept at using ICT to present their work and communicate ideas, but standards in using spreadsheets, databases and programming were low.. It seems identical to Portuguese reality, there are ICT tools but the use is low in important subjects. It seems no many drawbacks with ICT use, but copying or plagiarizing perception reflect some concern for all levels of students and teachers answers. All others indicators seem to be unaffected, or having no problems, from interviewees perspective. Sanchezs study, in the Community of Madrid, in 2004 [14], reports that there were no disadvantages, disagreement or at maximum neutral responses regarding ICT use in education. In Trinidad study [15] seems students did not feel that the ICT environment was directly responsible for improved grades but that it did make school more enjoyable. By the other hand, in other study, Jamieson-Proctor [11] indicates results from 929 teachers from primary and second schools that clearly indicate that the instrument contains two strong factors that are theoretically defensible: ICT as a tool for the development of ICT-related skills and the enhancement of curriculum learning outcomes. Studies from recent technologies like IBW (Interactive White Boards) and e-learning platforms seem have some differences. IWB are not quite used in Portugal due lack of equipments existence and use, it is a powerful tool special for children with special needs, although The IWB is clearly within the teachers territory, and its associated PC is not available for use by students. [16]. These tools are recent, their use and adjustment with curriculum are not cleared defined. Although low use in Portugal, there are lots programs and projects to promote the use of WEB applications that can improve teachinglearning in schools like among, Spanish project AWLA that promote collaborative writing thought the Internet. The online accessibility contributes to the ubiquity of the system, making it ideal for blended learning ( 'Blended Learning') and learning that supports mobility ('mLearning') AWLA integrates new technologies into the learning environment by providing group communication

6. Comparative projects
Our study embraces several dimensions of ICT like use, equipments (resources), students and teachers ICT knowledge, specific web-based technologies and related curriculum and programs. Weve also compared some results from other studies.
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and access to information [17]. There are countless projects around the world using new technologies, improving and making possible new achievements and ways of learning. From questionnaires and perceptions from Portuguese inquiries, ICT use is very low and only computers and the Internet are frequently used. This lack includes e-learning, b-learning, collaborative platforms, mobile technologies and electronic tables and boards. Compared with the Community of Madrid, Snchez [14] pointed values that are lower because in general median it is between 1.7 and 3.24, only computers are above 3. On the other hand, in our study, most of those questioned students and teachers, in this research, seem to affirm that ICT integration, their positive influence and its future is promising and it seems to have no drawbacks in their use and integration. For Snchez [14] in his study in Madrid, it also appears that there are no disadvantages regarding ICT integration for teaching and learning, as in main Lisbon parishes, responses were generally positive with variations between 3.32 and 4.04. From the answers in the questionnaires, existence of computers and Internet in students and teachers homes is very high: over 86% of the inquired people reported that family use computers, about 90% referred that have Internet at home and over 82% inquired people reported that family use the Internet. Comparative statistics [18] in 2008 show that computers in house were in Portugal (PT) = 50%; Spain (SP) = 64% and United Kingdom (UK) = 78%, and from our study Lisbon students and teachers = 86% and for Internet in houses values were for PT = 46%; SP = 51% and UK = 71%, Lisbon students and teachers in our study = 90%, data information in 2009. 6.2 ICT and programs and curriculum In UK some recommendations from OFSTED [11] seek ways of reinforcing the importance of ICT as a subject and in its use across the curriculum and particularly for middle level find ways of making ICT readily accessible subjects so that it can be used to improve learning in other emphasis to all aspects. Those are also concerning issues from teachers in Portugal. An interesting point in studies would be the "knowledge economy perceive value in transforming the curriculum with ICT rather than simply enhancing the current curriculum"[15]. 6.3 Students and teachers ICT knowledge Concerning students and their skills and qualifications in ICT it seems that the values above 3 are only for computers and the Internet for Portuguese students. For other ICT knowledge, insufficient or invalid values were found in Portuguese questionnaires. Regarding Madrids students, lower scores in general were found by Snchez [9] except for computers use that has values over 3 points. In Portugal, teachers seem to know how to work with technology because their responses are above 4 points for: G76 - "I know how to work with the computers" (work environment, programs, etc.) G77 - "I know how to work
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with Internet" (accesses, searches, mail, etc.) and G78 - "I know how to work with Moodle (or other platform content, work, tests, etc.). Identical results were found by Sanchez in 2004, for the Community of Madrid in Spain [14]. Some differences were found in UK where Progress in using ICT to improve learning in other subjects is sometimes limited because its use was not sufficiently considered when planning the work or because of individual teachers lack of understanding of when and where ICT might make a difference. New resources are more often used Their teaching has improved precisely because interactive whiteboards are installed in the classrooms where the lessons take place but learning has not improved to the same extent because the ICT resources to which students need immediate access are mostly in computer rooms elsewhere., [13]. It seems that conditions and materials existences make the difference. 6.4 ICT virtualization We are far from a good ICT integration, it is believed that changes in this direction can improve learning and promote diversity and therefore, students success and students and teachers motivation. In Portuguese questionnaires in our study for the answer "Virtual learning will be used in schools to support classroom instruction", 3.64 points responses reflect acceptance for this resource. Community of Madrid [14] refers that receptivity of virtual and traditional classrooms appears to be acceptable with values between 3.23 and 3.44.

7. Conclusion
In 2007 there were clear references to present ICT tools like Moodle or electronic portfolios in subject activities in 8th grade. This technology approach fits into the most advanced type of ICT and it is expected to boost ICT in coming years. There is little information related with webbased equipments and subjects in Portuguese Middle and High School. In High school, main references with ICT use, concerning technologies appear in Technological courses. Most current tools and concepts found in programs since 2004 are for example: PDA, e-Learning, mobile phones, mobile PCs, GPS, POS or present concepts as CRM, e-commerce. Some restructure should be done in the next years to solve gaps between programs and new technologies. Based on data collected from questionnaires, for students and their knowledge with ICT, only computers and Internet and related software content seem to deserve a medium intensity, exceeding 3 (scale 1-5), which means that knowledge in these two areas are positive. The same may not be said regarding Moodle, email or electronic whiteboards. Reduced knowledge is obtained with these technologies. Students training and knowledge with ICT seem to have values above 3 only for computers and the Internet regarding Portuguese students. For other knowledge, values are

insufficient or null. Questions directly related with webbased learning infrastructure are rejected: G17_Quantity of resources - mobile technology (portable computers, PDA, telephone, GPS, etc.), G24_Resources use - elearning (Moodle, Dokeos, or other; G25_Resources use collaboration platforms - (BSCW, Blogs, Wikis, or other) and G26_Resources use - mobile technology (portable computers, PDA, telephone, GPS, etc.). Nevertheless these rejections can signify that there are scarce resources and low use of web-based and related resources but no inconveniences with ICT in Lisbon schools. As sample has statistic significance we can say that in Portugal situations will be the same. New technology is being introduced into public Portuguese education, although slow integration, reduce use and reduce classroom practices. However, communication, office applications, e-mail, forums, sites schools, Messenger, chat, T-L platforms are present in a day life of teachers and students, and they are changing the way of work, the perception of ICT, both concerning students and teachers. Although this scenario, we believe that traditional and new ICT can be integrated in our schools with deeper and positive impact. In conclusion, we noticed that aim is good, although poor ICT web-based recourses. In further years maybe a new restructuring could be settling and provide better conditions for web-based learning. Questionnaires reveal ICT adoption, even poor resources, use and training. It appears to be good indications for new technologies implementation and especially web-based technologies. ICT cross curriculum have to change, some deep reformulation must be done. Some comparisons with other studies lead us to similar conclusions. The complexity of countless situations and willingness of evolution enforces the need of more studies and comparisons.

[6] Bectas contribution to the www.becta.org.uk/.

Rose Review

(2009).

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