<?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>1646-933x</journal-id>
<journal-title><![CDATA[Educação, Formação e Tecnologias]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form. Tecnol.]]></abbrev-journal-title>
<issn>1646-933x</issn>
<publisher>
<publisher-name><![CDATA[Educom - Associação Portuguesa de Telemática Educativa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-933x2011000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da página ao(s) ecrã(s): tecnologia, educação e cidadania digital no século XXI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melão]]></surname>
<given-names><![CDATA[Dulce Helena M. R.]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Escola Superior de Educação de Viseu  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>04</volume>
<numero>02</numero>
<fpage>89</fpage>
<lpage>107</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1646-933x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1646-933x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1646-933x2011000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Na atual sociedade em rede, a relação entre literacia e tecnologia tem vindo a estreitar-se, abrindo um amplo debate sobre as vantagens da utilização das TIC em contexto escolar, para acompanhar o ritmo das gerações quotidianamente rodeadas de ecrãs que as convidam a explorar novas formas de “ler” o mundo. Partindo deste pressuposto, os objetivos do artigo são: 1) fazer uma revisão de literatura sobre a evolução conceptual da literacia digital, sublinhando a pluralidade das suas facetas e a sua relevância em contexto escolar; 2) refletir sobre o modo como tal evolução alimenta e consolida o exercício da cidadania digital, tendo como objetivo a promoção da e-inclusão; 3) indagar o modo como a escola tem sido desafiada a integrar as TIC em contexto de sala de aula, a partir de uma seleção de estudos que, por um lado, configuram um retrato possível da atual “geração digital” e, por outro lado, incidem sobretudo em exemplos concretos de atividades realizadas no ensino básico, enfatizando as perceções e atitudes de professores e alunos nelas envolvidos. Finalmente, conclui-se que os avanços conseguidos são um incentivo para repensar a implementação sistemática de processos de utilização pedagógica das TIC no ensino e aprendizagem enquanto um dos pilares do futuro digital da educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In today’s network society, the relationship between literacy and technology has become closer, opening a wider debate about the advantages of using ICTs at school, in order to keep up with the younger generations surrounded daily by screens which invite them to explore new ways of “reading” the world. Bearing that in mind, the purpose of this paper is: 1) to do a literature review aboutthe evolution of the concept of digital literacy, stressing the plurality of its facets and its relevance at school; 2) to reflect upon the way in which such evolution feeds and consolidates digital citizenship practices, aiming at promoting einclusion; 3) to interrogate how the school has been challenged to integrate ICTs in the classroom, from a selection of studies which, on one hand, configure an hypothetical portrait of today’s “digital generation” and, on the other hand, focus on concrete examples about activities taking place at primary teaching, highlighting students and teachers´ perceptions and attitudes towards their involvement in such practices. Finally, it is concluded that the progress already achieved is an incentive to rethink the systematic implementation of processes implying the pedagogical use of ICTs at school, as one of the pillars of the digital future of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cidadania Digital]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Literacia]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="en"><![CDATA[Digital Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Icts]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Da  p&aacute;gina ao(s) ecr&atilde;(s): tecnologia, educa&ccedil;&atilde;o e cidadania digital no s&eacute;culo XXI.</h2>     <p>&nbsp;</p> <h4>Dulce  Helena M. R. Mel&atilde;o</h4> </font>      ]]></body><back>
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