This paper presents a training program for teachers and the procedures for its evaluation in the domain of computational thinking, programming and robotics in basic education. This training was conducted within the scope of Project KML II-Laboratory of programming and robotics technologies and learning for preschool and primary school (1st CEB) and is expected to contribute for two of the project's main outcomes: conceive a training plan to include in the higher education of educators and teachers of the 1st ECB and the creation of a MOOC for initial and continuous training of these professionals. The training, with 50 hours of total workload, was developed in a blended learning format, including face-to-face and online sessions (25 hours each). The online sessions were organized into synchronous and asynchronous activities, including autonomous working moments, to perform individual activities. The theoretical references that support this work have their origins in the studies on distance education (EaD), namely in the developments provided by the designated 3rd generation of EaD in which computer-mediated communication has allowed the emergence of new pedagogical scenarios giving rise to new training modalities either fully online or in blended learning format. The training evaluation questionnaire aims to explore the key points that determined the organization of the course and aims to evaluate the level of satisfaction and the opinion of the trainees about the different components of the training, as well as gather information that may contribute to the design of new course in a MOOC format. The questionnaire was designed considering the following dimensions: characterization of respondents and previous experience, satisfaction with training, perception of the learning and involvement in training, perception of the practical application of training, criticism and suggestions for improvement. The questionnaire, in the context of this research, will be an essential source of information for the team's decision-making on the appropriate format for the MOOC to be developed in the future and which constitutes one of the project's final objectives with a view to broadening the access of teachers in Portugal to knowledge on the subject under study.

Procuramos neste texto proceder a algumas reflexões sobre o papel das Tecnologias da Informação e da Comunicação no ensino e na aprendizagem focalizando a nossa atenção nas novas possibilidades tecnológicas suportadas pela web em contexto presenciais ou totalmente virtuais. Procuramos mostrar como se assiste hoje a uma grande vitalidade do pensamento pedagógico no contexto da Educação Online e exploramos em particular as temáticas da turma virtual e das comunidades virtuais de aprendizagem, o papel do professor online e os modelos de Educação Online.

Mobile-learning is still an emergent field of research, especially if we consider the scope of higher education (HE). In fact, few studies have been developed with regard to higher education contexts, namely within Open Universities [1], [2], [3], [4]. Given the importance of studying mobility in real learning contexts, we aim at studying the perceptions that higher education students have about mobile and non-mobile devices and also how they describe their uses and practices in different types of interactions in online courses at a Distance Virtual University. In this context it was intended to know a) what are the students' perceptions about the affordances of various mobile and non-mobile devices, and b) what types of devices do students prefer to use in interactions with teachers, with other students and with contents. The data obtained in this study show that there is some discrepancy between students' perceptions of mobile devices, their educational potential and their actual use. The actual use of mobile devices seems to be much more conservative than we would be led to assume from the discourse of learning everywhere at any time with any device.

ResumoO artigo discute a situação da educação e formação docente no contexto da Educação a Distância Online. Para isso, foi realizada uma revisão do significado do pensamento sobre o desenvolvimento docente, os saberes profissionais dos docentes e o professor reflexivo. Com a emergência da era do conhecimento e da mobilidade e o avanço vertiginoso das tecnologias e seu uso na educação, é contextualizada a evolução da Educação a Distância e Online e as novas formas de ensino e de aprendizagem que a acompanham. É ainda discutida a aprendizagem como um esforço colaborativo entre colegas e pares e finalmente discutem-se as novas competências digitais e a formação docente.Palavras-Chave: Formação, desenvolvimento docente, Educação OnlineEducation and Teacher Training in the Context of Online Distance EducationAbstractThe article discusses the situation of education and teacher education in the context of Online Distance Education. For this, a review of the significance of the thought about the teacher development, the professional knowledge of the teachers and the reflective teacher was carried out. With the emergence of the era of knowledge and mobility and the rapid advance of technologies and their use in education, the evolution of Distance Education and Online and the new forms of teaching and learning that accompany it are contextualized. It also discusses learning as a collaborative effort between peers and peers and finally discusses new digital skills and teacher training.Key words: Training, teacher development, Online EducationEl artículo discute la situación de la educación y formación docente en el contexto de la Educación a Distancia Online. Para ello, se realizó una revisión del significado del pensamiento sobre el desarrollo docente, los saberes profesionales de los docentes y el profesor reflexivo. Con la emergencia de la era del conocimiento y de la movilidad y el avance vertiginoso de las tecnologías y su uso en la educación, es contextualizada la evolución de la Educación a Distancia y Online y las nuevas formas de enseñanza y aprendizaje que la acompañan. También se discute el aprendizaje como un esfuerzo colaborativo entre colegas y pares y finalmente se discuten las nuevas competencias digitales y la formación docente.Palabras clave: Formación, desarrollo docente, Educación en línea

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