Co-regulated learning in initial teacher education: strategies adopted by students during the development of ICT integration projects in Basic Education

Figures & data

Table 1. Themes and level of education chosen by the TIC e EB teams.

Team	Theme	Level Education	Discipline
Team 1	Cultural Diversity.	1st Cycle of Basic Education (BE).	Environment Study.
Team 2	Peddy-paper of city of Aveiro.	1st Cycle of BE.	Environment Study.
Team 3	Time & Heritage.	2nd Cycle of BE: 6th of YE	History and geography of Portugal.
Team 4	Human Body.	1st Cycle of BE: 4th of YE	Environment Study.
Team 5	Geometry.	1st Cycle of BE: 4th of YE	Mathematics.

Table 2. Subcategories of co-regulation learning strategies (CRLs) and definitions.

Subcategories of CRLs	Definitions
1. Co-evaluation	Statements indicating teams’ assessments of the quality or development of their activities.
2. Organizing	Statements indicating team initiatives, expressed or not, to reorganize teaching materials to improve learning.
3. Transforming	Statements indicating team initiatives, expressed or not, to transform teaching materials to improve learning.
4. Goal-setting	Statements indicating the establishment of team goals.
5. Planning	Statements indicating the team’s planning to sequence, schedule and complete activities related to goals.
6. Seeking information	Statements regarding team efforts to acquire more information from non-social sources when faced with an academic task.
7. Keeping records/note taking	Statements indicating team-initiated to record events.
8. Monitoring	Statements indicating team-initiated efforts to record results.
9. Physical environmental structuring	Statements indicating team-initiated efforts to select or change the physical environment to support learning.
10. Psychological environmental structuring	Statements indicating team-initiated efforts to select or change the psychological environment.
11.Co-consequences	Statements regarding the team’s preparedness or imagination to reward or punish its successes or failures.
12. Review/Essay/Repetition	Statements indicating team efforts to review or rehearse the learning material.
13. Memorization	Statements of team efforts to memorize learning material through practices.
14. Seeking social assistance – peers	Statements indicating team-initiated effort to ask peer for help.
15.Seeking social assistance – teaching staff	Statements indicating effort on the initiative of the team to ask for help from teachers.
16. Seeking social assistance– Others	Statements indicating effort on the team’s initiative to solicit help from others.
17. Reviewing records	Statements indicating team-initiated efforts to re-read and review work, to re-read tests.

Table 3. The ICTs that were integrated by the teams in the projects and their purposes.

ICT	Goals	Number of teams (of 5)
1. Canva	Creation of pedagogical content. Creating presentations. Video editing.	5 (All teams)
2. WIX	Website creation.	5 (All teams)
3. Educaplay	Creation of educational games.	4 (Teams 2, 3, 4 and 5)
4. Genially	Production of pedagogical resources. Creation of educational games.	3 (Teams 1, 2 and 5)
5. Google forms	Creation of questionnaires.	3 (Teams 1, 2 and 3)
6. Kahoot	Creation of interactive quizzes.	3 (Teams 1, 2 and 3)
7. Wordwall	Creation of educational games.	3 (Teams 1, 2 and 4)
8. Chatterpix kids	Animation creation of talking in images (creation of talking avatar).	2 (Teams 2 and 5)
9. Microsoft office – powerpoint and word	Creation of pedagogical content. Creation of pedagogical plannings.	3 (Teams 2, 3 4)
10. Clipchamp	Creation of pedagogical content video.	1 (Team 2)
11. Flippity	Creation of educational games	1 (Team 2)
12. Flipsnack	Construction of textbooks.	1 (Team 5)
13. Forms office	Creation of questionnaires.	1 (Team 5)
14. Frame vr	Space to share resources and facilitate interaction and communication.	1 (Team 5)
15. Geniol	Creation of educational games.	1 (Team 4)
16. Ibis paint x	Creation of drawings (characters).	1 (Team 5)
17. Jigsawplanet	Creation of puzzles.	1 (Team 2)
18. Mathigon	Interactive learning platform for mathematics. Creation of tangram.	1 (Team 5)
19. Mentimeter	Creation of interactive quizzes.	1 (Team 3)
20. Excel	Creation of pedagogical activity.	1 (Team 4)
21. Memoji	Creation of characters/avatars.	1 (Team 1)
22. Mindmeister	Creation of mind maps.	1 (Team 2)
23. Netlify	Creation of an interactive resource (dices for the didactic game).	1 (Team 5)
24. One drive	Resources sharing.	1 (Team 3)
25. Padlet	Creation of a mural to carry out pedagogical activities.	1 (Team 3)
26. Paint	Creation of drawings.	1 (Team 2)
27. Quizziz	Creation of interactive quizzes.	1 (Team 2)
28. Revoice	Animation creation.	1 (Team 5)
29. Scre.io	Screenshot, for video tutorial.	1 (Team 3)
30. Slide go	Creating dynamic presentations.	1 (Team 4)
31. Survio	Creation of interactive quizzes.	1 (Team 2)
32. Sketchpad	Creation of pedagogical activity.	1 (Team 5)
33. Timetoast	Creating timelines.	1 (Team 3)
34. Youtube	Video sharing.	1 (Team 4)

Figure 1. Example of a website in WIX built by one of the teams.

Figure 2. Online board game created by one of the groups with genially.

Figure 3. Examples of games created by teams: a crossword puzzle in educaplay and an anagram in wordwall.

Figure 4. Examples of other ICTs used by teams: Kahoot, Padlet, Flipsnack.

Table 4. CRLs subcategory: Co-evaluation.

1. Co-evaluation (CE)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
CE – Achieved the phase goals	5 (All)	5 (All)	5 (All)	5 (All)	5 (All)
CE – awareness that need to be improved	1 (T3)	1 (T3)	-	-	-
CE – Awareness that some doubts remain	-	1 (T5)	1 (T5)	1 (T5)	-
CE – Awareness that they had the ability to reorganize/reformulate the project	-	1 (T4)	-	-	-
CE – Awareness that they overcame the difficulties	-	1 (T1)	1 (T5)	1 (T5)	1 (T4)
CE – Awareness that the theoretical component had little evolution	-	-	-	1 (T3)	-
CE – Awareness that the team could have explored more ICT	-	1 (T1)	1 (T2)		1 (T3)
CE – Awareness improves the plans	-	-	2(T1,2)	-	-

Table 5. CRLs subcategory: organizing.

2. Organizing (Org)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
Org – Discussion of ideas	3 (T2,4,5)	1 (T3)	1 (T5)	1 (T1)	1 (T1)
Org – Collected information	2 (T2,5)	-	-	1 (T5)	-
Org – Communication	1 (T4)	1 (T4)	1 (T4)	1 (T4)	1 (T4)
Org – Decision making	4 (T1,3,4,5)	2 (T3,5)	2 (T3,5)	3 (T1,3,5)	3 (T1,3,5)
Org – Division of tasks between team members	2 (T4,5)	4 (T1,3,4,5)	5 (All)	5 (All)	4 (T1,2,4,5)
Org – Exploration of tools	1 (T5)	1 (T5)	1 (T5)	1 (T4)	-
Org – Theme selection	1 (T5)	-	-	-	-
Org – Selection of tools	1 (T5)	2 (T3,5)	1 (T3)	-	-
Org – Information search	5 (All)	3 (T2,3,4)	-	-	-
Org – Meeting schedule with team colleagues	4 (T1,3,4,5)	4 (T1,3,4,5)	3 (T1,3,4)	4 (T1,3,4,5)	4 (T1,3,4,5)
Org – Timeline for tasks	1 (T4)	3 (T1,3,4)	2 (T3,4)	2 (T3,4)	2 (T3,4)

Table 6. CRLs subcategory: transforming.

3. Transforming (Tr)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
Tr – Production of educational resources	4 (T2,3,4,5)	4 (T1,3,4,5)	5 (All)	5 (All)	4 (T1,2,4,5)
Tr – Production of planification’s educational	-	3 (T2,4,5)	2 (T1,4)	-	1 (T1)
Tr – Improvement of the material produced	-	1 (T3)	1 (T5)	-	3 (T1,2,5)
Tr – Information collected	-	1 (T5)	1 (T5)	2 (T1,5)	-
Tr – Information summary	1 (T3)	-	-	-	-

Table 7. CRLs subcategory: planning.

5. Planning (P)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
p – Define and understand the project goal	5 (All)	-	-	-		-
p – Define the next team meeting	2 (T2,3)	-	-	-		-
p – Defining specific tasks for next phase	5 (All)	3 (T3,4,5)	5 (All)	5 (All)		-
p – Following guidelines provided by teacher	1 (T1)	-	-	-		-
p – Work plan development	5 (All)	4 (T1,3,4,5)	2(T1,5)	2 (T3,5)		-

Table 8. CRLs subcategory: seeking information.

6. Seeking Information (SI)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
SI – no specified	2 (T1,4)	1 (T1)	1 (T2)	-	1(T2)
SI – Exploring websites/tools	-	1(T4)	1 (T3)	-	-
SI – Guiding documents for essential learning	1 (T3)	2 (T2,3)	-	-	-
SI – Scientific literature	-	1 (T3)	-	-	-
SI – About ICTs	1 (T5)	1 (T2)	-	-	-
SI – About evaluation model	-	-	-	1 (T1)	-

Table 9. Difficulties of the teams during the development of the project.

Difficulties	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
Org – Team decision making	-	1 (T5)	-	-	-
Org – Time management	-	-	-	1 (T3)	2 (T1,3)
Org – Time management due to other courses	-	-	-	1 (T3)	1 (T3)
Org – Distinguish the work carried out in each course	-	1 (T3)	-	-	-
p – Defining goals and skills	2 (T2,3)	-	-	-	-
p – Define a new theme and new activities	1 (T4)	-	-	-	-
p – Select the appropriate tool	1 (T5)	1 (T2)	-	2 (T2,5)	1 (T2)
Other (Ot)- Practical implementation due to lack of prior knowledge	-	4 (T1,3,4,5)	1 (T3)	-	-
Ot – Ensuring issues associated with the GDPR	-	1 (T3)	1 (T3)	-	-
Ot – Limitations of tools for the intended purposes	-	1 (T4)	2 (T4,5)	-	-
Ot – Development of pedagogical activities	-	-	1 (T4)	1 (T4)	-
Ot – Theoretical information	-	-	2 (T2,5)	-	-
Ot – Select the appropriate evaluation methodology	-	1 (T2)	-	2 (T1,5)	1 (T5)
Ot – Integration of games on the website	-	-	1 (T1)	-	1 (T2)
Ot – No difficulties	1 (T1)	-	-	-	1 (T4)

Table 10. CRLs adopted by teams to solve the difficulties.

Resolution of Difficulties (RD)	Project development phases
Indicators	Phase 1 (n = 5)	Phase 2 (n = 5)	Phase 3 (n = 5)	Phase 4 (n = 5)	Phase 5 (n = 5)
RD – Opt for other solutions	-	2 (T3,4)	1 (T4)	1 (T4)	-
RD – Re distribution of tasks	-	-	1 (T4)	1 (T3)	2 (T2,3)
RD – Deepen knowledge	1 (T2)	-	-	-	-
RD – Team debate	1(T4)	1 (T5)	-	1 (T3)	-
RD – Information search and exploration on ITC	1 (T5)	3 (T1,2,5)	3 (T2,3,5)	-	1 (T2)
Seeking Social Assistance (SOA) – Teacher	2 (T3,5)	1 (T5)	1 (T5)	3 (T1,2,5)	2 (T2,5)
SOA – Peers	-	-	1 (T5)	-	-