<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100428</article-id>
<article-id pub-id-type="doi">10.21814/rpe.24177</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologias móveis como estratégia de desenvolvimento e (re)encantamento profissional docente: O que pensam os professores veteranos]]></article-title>
<article-title xml:lang="en"><![CDATA[Mobile technologies as a strategy for teaching professional development and (re)enchantment: what do veteran teachers think about it?]]></article-title>
<article-title xml:lang="es"><![CDATA[Las tecnologías móviles como estrategia de desarrollo y (re) encantamiento profesional docente: ¿qué piensan los maestros veteranos?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bento]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freires]]></surname>
<given-names><![CDATA[Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>428</fpage>
<lpage>448</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100428&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100428&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100428&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As primeiras décadas do século XXI vieram reforçar a consolidação das tecnologias como recurso desejável e incontornável em diferentes esferas da vida social. De igual forma, no campo da educação, a inovação e a mudança das práticas curriculares têm sido reconhecidas como essenciais para que a educação e, em particular, as escolas consigam responder às exigências de uma sociedade que, vincada à economia do conhecimento, vê com especial interesse o fomento de um conjunto de competências intrinsecamente ligadas ao manuseio e desenvolvimento de novas tecnologias. Em Portugal, esta expetativa complexificou o trabalho pedagógico de um corpo docente que, como se sabe, se encontra bastante envelhecido. Importa, por isso, averiguar o que pensam os professores acerca dos contributos que a formação contínua lhes pode propiciar ao nível das tecnologias, de modo a poderem responder de forma mais cabal a esses desafios. Neste artigo, são mobilizados dados relativos às perceções, expetativas e reflexões de cerca de 70 professores veteranos (com alargado percurso profissional) que participaram numa formação em tecnologias móveis para fins educativos, na tentativa de sistematizar a sua relação com a integração pedagógica da tecnologia em educação. Para o efeito, recorremos aos questionários aplicados aos participantes no início da formação, destacando o perfil destes professores, com o intuito de visibilizar algumas tendências da sua relação com as tecnologias móveis. Além disso, exploramos as potencialidades da formação como instrumento de re(encantamento) e desenvolvimento profissional, a partir das reflexões redigidas pelos participantes no término da formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The first decades of the 21st century reinforced the consolidation of technologies as a desirable and essential resource in different spheres of social life. Similarly, in the field of education, innovation and curricular practices changes have been recognized as essential if education and, in particular, schools are to be able to respond to the demands of a society that, linked to the knowledge economy, seeks the promotion of a set of skills intrinsically linked to the handling and development of new technologies. In Portugal, this expectation has posed new challenges to the pedagogical work of a teaching staff that, as it turns out, is quite aged. Therefore, it is important to find out what teachers think about continuous training&#8217; contributions concerning technologies in the sense of equipping them to respond to contemporary demands. In this article, we mobilize data related to the perceptions, expectations, and reflections of about 70 veteran teachers (with extensive professional background) who participated in training focused on mobile technologies for educational purposes, aiming at systematizing their relationship with the pedagogical integration of technology in education. For this purpose, we address the questionnaires applied to the participants at the beginning of the training, highlighting the profile of these teachers, at the same time we identify some trends regarding their relationship with mobile technologies. In addition, we also explore the potential of training as an instrument of (re)enchantment and professional development, in accordance with teachers&#8217; reflections which were collected by the end of the training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las primeras décadas del siglo XXI reforzaron la consolidación de las tecnologías como un recurso deseable y esencial en diferentes ámbitos de la vida social. Asimismo, en el ámbito de la educación, la innovación y el cambio de prácticas curriculares se han reconocido como imprescindibles para que la educación y, en particular, las escuelas sean capaces de dar respuesta a las demandas de una sociedad que, vinculada a la economía del conocimiento, ve de especial interés es la promoción de un conjunto de competencias intrínsecamente vinculadas al manejo y desarrollo de nuevas tecnologías. En Portugal, esta expectativa ha complicado el trabajo pedagógico de un profesorado que, como resulta, está bastante envejecido. Por tanto, es importante conocer qué piensan los docentes sobre los aportes que la formación continua les puede aportar en materia de tecnologías, para poder dar una respuesta más completa a estos retos. En este artículo movilizamos datos relacionados con las percepciones, expectativas y reflexiones de cerca de 70 maestros veteranos (con amplia trayectoria profesional) que participaron en capacitaciones en tecnologías móviles con fines educativos, en un intento de sistematizar su relación con la integración pedagógica de la tecnología en educación. Para ello, utilizamos los cuestionarios aplicados a los participantes al inicio de la formación, destacando el perfil de estos docentes, con el fin de mostrar algunas tendencias en su relación con las tecnologías móviles. Además, también exploramos el potencial de la formación como instrumento de re(encantamiento) y desarrollo profesional, a partir de los datos recogidos en los cuestionarios sobre sus reflexiones finales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologias móveis]]></kwd>
<kwd lng="pt"><![CDATA[Professores veteranos]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Práticas curriculares.]]></kwd>
<kwd lng="en"><![CDATA[Mobile technologies]]></kwd>
<kwd lng="en"><![CDATA[Veteran teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Curricular practices.]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías móviles]]></kwd>
<kwd lng="es"><![CDATA[Maestros veteranos]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Prácticas curriculares.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Admiraal]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Veldman]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Mainhard]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Tartwijk]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A typology of veteran teachers&#8217; job satisfaction: Their relationships with their students and the nature of their work]]></article-title>
<source><![CDATA[Social Psychology of Education: An International Journal]]></source>
<year>2019</year>
<volume>22</volume>
<page-range>337-55</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baruch]]></surname>
<given-names><![CDATA[A. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Erstad]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Upbringing in a Digital World: Opportunities and Possibilities]]></article-title>
<source><![CDATA[Technology, Knowledge and Learning]]></source>
<year>2018</year>
<volume>23</volume>
<page-range>377-90</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bingimlas]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature]]></article-title>
<source><![CDATA[Eurasia Journal of Mathematics, Science and Technology Education]]></source>
<year>2009</year>
<volume>5</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>235-45</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buabeng-Andoh]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools]]></article-title>
<source><![CDATA[Contemporary Educational Technology]]></source>
<year>2012</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>36-49</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camilleri]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Camilleri]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital Learning Resources and Ubiquitous Technologies in Education]]></article-title>
<source><![CDATA[Technology, Knowledge and Learning]]></source>
<year>2017</year>
<volume>22</volume>
<page-range>65-82</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrilo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Veteran teachers&#8217; identity: what does the research literature tell us?]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>2018</year>
<volume>48</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>639-56</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chandra]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Mills]]></surname>
<given-names><![CDATA[K. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transforming the core business of teaching and learning in classrooms through ICT]]></article-title>
<source><![CDATA[Technology, Pedagogy and Education]]></source>
<year>2015</year>
<volume>24</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>285-301</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Daniela]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Smart pedagogy for technology-enhanced learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Daniela]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Didactics of smart pedagogy. Smart pedagogy for technology enhanced learning]]></source>
<year>2019</year>
<page-range>3-22</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dron]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Smart learning environments, and not so smart learning environments: a systems view]]></article-title>
<source><![CDATA[Smart Learning Environments]]></source>
<year>2018</year>
<volume>5</volume>
<numero>25</numero>
<issue>25</issue>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freires]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sentidos da escola em contextos periféricos: narrativas de jovens brasileiros e portugueses]]></source>
<year>2019</year>
<publisher-name><![CDATA[Universidade do Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freires]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Bento]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lencastre]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professores veteranos e inovação curricular: desafios do recurso à tecnologia como instrumento pedagógico]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo, avaliação, formação e tecnologias educativas (CAFTe) - Contributos teóricos e práticos]]></source>
<year>2019</year>
<page-range>761-72</page-range><publisher-name><![CDATA[CIIE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Earle]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The integration of instructional technology into public education: Promises and challenges]]></article-title>
<source><![CDATA[ET Magazine]]></source>
<year>2002</year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-13</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gros]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The design of smart educational environments]]></article-title>
<source><![CDATA[Smart Learning Environments]]></source>
<year>2016</year>
<volume>3</volume>
<numero>15</numero>
<issue>15</issue>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hannon]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<source><![CDATA[&#8216;Only connect!&#8217;: A new paradigm for learning innovation in the 21st century. Centre for Strategic Education]]></source>
<year>2009</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kearney]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Burden]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Schuck]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Disrupting education using smart mobile pedagogies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Daniela]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Didactics of smart pedagogy. Smart pedagogy for technology enhanced learning]]></source>
<year>2019</year>
<page-range>139-58</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Khlaif]]></surname>
<given-names><![CDATA[Z. N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factors In&#64258;uencing Teachers&#8217; Attitudes Toward Mobile Technology Integration in K-12]]></article-title>
<source><![CDATA[Technology, Knowledge and Learning]]></source>
<year>2018</year>
<volume>23</volume>
<page-range>161-75</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lakkala]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ilomaki]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A case study of developing ICT-supported pedagogy through a collegial practice transfer process]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2015</year>
<volume>90</volume>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leahy]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Holland]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ward]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The digital frontier: Envisioning future technologies impact on the classroom]]></article-title>
<source><![CDATA[Futures]]></source>
<year>2019</year>
<volume>113</volume>
<page-range>2-10</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lister]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A smarter knowledge commons for smart learning]]></article-title>
<source><![CDATA[Smart Learning Environments]]></source>
<year>2018</year>
<volume>5</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Louws]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Meirink]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[van Veen]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[van Driel]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; self-directed learning and teaching experience: What, how and why teachers want to learn]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2017</year>
<volume>66</volume>
<page-range>171-83</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Peñalvo]]></surname>
<given-names><![CDATA[F. J. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital competence of early childhood education teachers: attitude, knowledge and use of ICT]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2019</year>
<volume>43</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>210-23</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meister]]></surname>
<given-names><![CDATA[D. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ahrens]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resisting Plateauing: Four Veteran Teachers&#8217; Stories]]></article-title>
<source><![CDATA[Teaching and Teacher Education: An International Journal of Research and Studies]]></source>
<year>2011</year>
<volume>27</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>770-8</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desafios curriculares para uma escola com futuro]]></article-title>
<source><![CDATA[Revista ELO]]></source>
<year>2017</year>
<volume>24</volume>
<page-range>37-44</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[J. C]]></given-names>
</name>
<name>
<surname><![CDATA[Lencastre]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
<name>
<surname><![CDATA[Freires]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Bento]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Smart Education as Empowerment: Outlining Veteran Teachers&#8217; Training to Promote Digital Migration]]></article-title>
<source><![CDATA[Technology, Knowledge and Learning]]></source>
<year>2021</year>
<volume>26</volume>
<page-range>897-916</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Inspired by technology, driven by pedagogy. A systematic approach to technology-based school innovations]]></source>
<year>2010</year>
<publisher-name><![CDATA[Educational Research and Innovation Series, OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Education at a glance 2019: OECD indicators]]></source>
<year>2019</year>
<publisher-name><![CDATA[OECD Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orlando]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational technology: a presupposition of equality?]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2014</year>
<volume>42</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>347-62</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orlando]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Veteran teachers and technology: change fatigue and knowledge insecurity influence practice]]></article-title>
<source><![CDATA[Teachers and Teaching]]></source>
<year>2014</year>
<volume>20</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>427-39</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Infância, educação escolar e profissionalidade docente. Um mapeamento social dos discursos em formação inicial de professores]]></source>
<year>2010</year>
<publisher-name><![CDATA[Fundação Calouste Gulbenkian]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwab]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fourth Industrial Revolution]]></source>
<year>2016</year>
<publisher-name><![CDATA[World Economic Forum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shifflet]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Weilbacher]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher Beliefs and Their Influence on Technology Use: A Case Study]]></article-title>
<source><![CDATA[Contemporary Issues in Technology and Teacher Education (CITE Journal)]]></source>
<year>2015</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>368-94</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Snoeyink]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ertmer]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thrust into technology: How veteran teachers respond]]></article-title>
<source><![CDATA[Journal of Educational Technology Systems]]></source>
<year>2001</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>85-111</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Spiteri]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rundgren]]></surname>
<given-names><![CDATA[S. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Maltese primary teachers&#8217; digital competence: implications for continuing professional development]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2017</year>
<volume>40</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>521-34</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Surian]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sciandra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital divide: addressing Internet skills. Educational implications in the validation of a scale]]></article-title>
<source><![CDATA[Research in Learning Technology]]></source>
<year>2019</year>
<volume>27</volume>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Talaee]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Noroozi]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Re-Conceptualization of "Digital Divide" among Primary School Children in an Era of Saturated Access to Technology]]></article-title>
<source><![CDATA[International Electronic Journal of Elementary Education]]></source>
<year>2019</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-35</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomas]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A new culture of learning. Cultivating the imagination for a world of constant change]]></source>
<year>2011</year>
<publisher-name><![CDATA[CreateSpace]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thomas Dotta]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mouraz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professores experientes e o uso das tecnologias digitais: mitos, crenças e práticas]]></article-title>
<source><![CDATA[EduSer: Revista de Educação]]></source>
<year>2019</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-60</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tuomi]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The future of learning in the knowledge society: Disruptive changes for Europe by 2020]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Punie]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Cabrera]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Future of ICT and Learning in the Knowledge Society]]></source>
<year>2006</year>
<page-range>47-85</page-range><publisher-name><![CDATA[European Commission]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Willness]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bruni-Bossio]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The curriculum innovation canvas: a design thinking framework for the engaged educational entrepreneur]]></article-title>
<source><![CDATA[Journal of Higher Education Outreach and Engagement]]></source>
<year>2017</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>134-64</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zabalza]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Uma nova didática para o ensino universitário: respondendo ao desafio do espaço europeu de ensino superior]]></source>
<year>2006</year>
<publisher-name><![CDATA[Faculdade de Psicologia e Ciências da Educação da Universidade do Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhu]]></surname>
<given-names><![CDATA[Z. Z.]]></given-names>
</name>
<name>
<surname><![CDATA[Yu]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Riezebos]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A research framework of smart education]]></article-title>
<source><![CDATA[Smart Learning Environments]]></source>
<year>2016</year>
<volume>3</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
