Esta Página em Português  

Go to: Main Menu, Content, Options, Login.

Contextual Help  
home
Start > Programmes > Disciplinas > MPE20006
Main Menu
Authentication





Esqueceu a sua senha de acesso?

Information and Communications Technology in the Preschool Education

Scholar Year: 2019/2020 - 1S

Code: MPE20006    Acronym: TICEPE
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 16 Study Plan 3,0 42 81,0

Teaching weeks: 15

Head

TeacherResponsability
Maria do Rosário da Silva RodriguesHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 2,80
Mário Baía   2,80

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

– Identifies and understands the key findings of research on the role of ICT in education and particularly in pre - school education.
– Understands the need for appropriate methodologies for use of ICT in learning activities of students.
– Know the different perspectives of ICT in education and its relationship with different teaching options.
– Conceive, plan and critically analyzes proposals for the use of ICT in curriculum context.
– Understand the role that ICT can play in professional development through communication networks and communities of practice.
At the end of the course is expected that students are capable of;
– Understand the underlying principles of ICT integration in educational settings ;
– Using ICT in the context of the classroom.
– Criticize, plan and develop school activities using ICT.
– Develop and conduct educational projects with the support of social software.

Syllabus

– The role of Information Technology and Communication in Preschool Education
– The Internet as an educational resource.
– Internet-based educational activities.
– Collaborative platforms.
– Web 2.0 – and potential implications for education.
- Analysis and evaluation of different types of software ( games , pictures , video )


Demonstration of the syllabus coherence with the UC intended learning outcomes

The course has two components: a more theoretical one, devoted to issues of research and another one
whose focus is the classroom activities with ICT. In more theoretical component the students should learn
the major research findings regarding the appropriate methodologies to include the use of ICT in
education, the validity of the educational activities and the role they can play in both educators and
teachers' professional development.
The most practical component seeks to build educational activities based on the Internet and discuss them with colleagues looking to develop skills in the development of such activities.

Teaching methodologies

Classes will be organized into four components:
– Reading and discussion of selected documents originate from studies and research.
– Activities involving practical proposals for the use of ICT in an educational context.
– Preparation, presentation and discussion of curriculum materials that address the educational use of ICT.
– Individual and small group activities will be supported by a collaborative platform.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The learning -related research should be developed from reading and discussing selected articles . Some
of the discussions will take place face other proposals based on work supported by the collaborative
platform . It searches this way students discuss learning experiences arising in practice and educational
research
Another block of activities to develop will take into account the elaboration and discussion of proposals for
appropriate pre-school education and its critical analysis ( games , stories , etc. ) activities .

Assessment methodologies and evidences

The evaluation of UC must take into account not only the work done by the students, as well as their
participation in the activities of the different proposals for classroom work
– Thus, should be valued the theoretical and practical work developed, participation in classroom sessions
and contributions left in the collaborative platform to support the theoretical work.
– The relative weights are: theoretical study and collaboration (40%), practical work(50%) and final essay (10%).

Bibliography

Papert, S. (2001). Change and resistence to change in education. In Novo conhecimento nova
aprendizagem (pp. 61-70). Lisboa: Fundação Calouste Gulbenkian
Beavisa, C., Musprattb, S., & Thompsona, R. (2014). ‘Computer games can get your brain working’: student experience and perceptions of digital games in the classroom. Learning, Media and Technology, 1-21.
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90.
Eagle, S. (2012). Learning in the early years: Social interactions around picturebooks, puzzles and digital technologies. Computers & Education, 59, 38–49.
Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352

Options
Página gerada em: 2024-03-29 às 09:39:19