IT in the Social and Educational Context

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Miguel Ângelo de Almeida Esteves de Figueiredo Head

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 3,00 Tahcin Ismail   3,00

Teaching language

Portuguese

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

Analyze and evaluate software, namely 'free' programs available on the web;
  Manage the use of technologies, integrating them naturally in context;
  Plan actions / interventions, based on ICT;
  Using the generic use software in social and educational context;
Using Web 2.0 tools. to support the publication and communication to disseminate ideas and material;
   Design, adapt and use multimedia presentations;
Organize digital portfolios;
Understanding the functioning of the support platforms of distance learning;

Syllabus

1. The Internet and the World Wide Web: a comprehensive view
Computers, addresses and domains;
 The complexity of the reading on the Web and hypertext concepts, hypermedia, multimedia, interactivity and navigability;
Web 2.0.
2. Analysis and evaluation of social software in practical activities:
Construction sites (eg Google sites);
Using Bookmarks (eg Delicious, Diigo);
Critical evaluation storage box spaces and sharing documents online (eg. DropBox, SkyDrive, Google Drive, Box, ...).
3. Use of specialized Spreadsheet:
        Building formulas and appropriate use of functions;
Development activities related to event management;
Analysis and organization of data obtained from online forms (Google docs).
4. Construction and analysis of multimedia presentations:
Analysis and comparison of multimedia presentation software (PowerPoint and Prezi);
Design, adaptation and use of multimedia presentations;
 Creating PowerPoint presentations;
Inserting graphics, audio and video;
appropriate rules for the development of a multimedia presentation.
5. collaborative platforms and learning:
Analysis and comparison of the concepts of e-learning, b-learning and m-learning;
 Types and Features of a collaborative platform (bp Moodle);
 Creation of disciplines and use of different tools in a collaborative platform (activities and resources);
Insert documents in different formats);
Cooperative Learning and Collaborative.

Demonstration of the syllabus coherence with the UC intended learning outcomes

UC aims to provide students with an insight into different applications and their use in diverse work contexts. To achieve the objectives of the UC students will develop diverse activities individually and or in groups. The individual work, around the reading and discussion of texts and the analysis of digital products, aims to develop critical and argumentative skills, presenting ideas in a clear, structured and duly grounded manner.
The group work aims to develop communication and collaboration skills and the ability to negotiate team solutions and build projects. The presentation and discussion to the group / class of the project / work developed, contributes to develop the ability to communicate in a clear and coherent way by mobilizing knowledge worked in different contexts.

Teaching methodologies

The work to be carried out within the scope of this UC will privilege the active participation of students, whether in individual or group work, seeking to deepen knowledge related to programmatic themes.
Classes will be organized according to four components: (a) Resolution of practical activities in small group work; (b) Reading, discussing and analyzing texts / themes; (c) Conception and elaboration of individual and / or small group work projects and (d) Presentation and discussion of projects.

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

Individual work will focus on the resolution of real and simulated problems, using data organization tools and using storage space and management and information, in order to provide future planning capabilities professionals, resolve and decide on specific projects function.
The group work aims to develop communication and collaboration skills and the ability to negotiate team solutions and build projects. The presentation to the group / class of the developed project will be another moment of reflection and learning.

Assessment methodologies and evidences

The evaluation of the work developed in the UC will be carried out through the student's participation in the classes, in the resolution of the proposed practical activities and their involvement in the conception, elaboration and presentation of a work project.
Students who participate in at least 2/3 of the classes are part of the continuous assessment process. Student workers and other students with at least 50% of the attendance can also benefit from this process, who are available to present and publicly discuss parts of their work, requested by the teacher, throughout the semester.
The final classification will take into account the following weights:
Participation in classes and resolution of practical activities - 25%
Work / portfolio project
Design and elaboration - 55%
Presentation and discussion - 20%

Attendance system

According to the institution's frequency and assessment regime.

Bibliography

Capucha, L. (2008). Planeamento e avaliação de projetos – Guião prático. Lisboa: ME-DGIDC.
Castells, M. (2004). A galáxia Internet: Reflexões sobre Internet, negócios e sociedade. Lisboa: Fundação Calouste Gulbenkian.
Costa, F. A. (2005). A aprendizagem como critério de avaliação de conteúdos educativos on-line. In Avaliação de locais virtuais de conteúdo educativo (pp. 45-54). Lisboa: CRIE, ME-DGIDC.
Figueiredo, A. D. (2000). Novos Media, Nova aprendizagem. In Novo conhecimento, nova aprendizagem (pp. 71-81). Lisboa: Fundação Calouste Gulbenkian.
Figueiredo, A. D. (2008). Educação, Tecnologia e Espírito do Tempo. Obtido em 12 de Outubro de 2011, de Academia.edu: http://coimbra.academia.edu/adf/Papers/359314/Educacao _Tecnologias_ e_Espirito_do_Tempo.
Papert, S. (1997). A família em rede. Lisboa: Relógio d’Água Editores.
Pereira, C. e Neves, R. (2011). Os idosos na aquisição de competências TIC. Educação, Formação e tecnologias 4(2) (pp. 15-24).
Gonçalves, V. & Patrício, R. (2010). TINA: um projeto para netos e avós. In Atas do I Encontro Internacional TIC e Educação. Lisboa: Instituto de Educação da Universidade de Lisboa.
Ponte, C., Jorge, A., Simões, J. A. & Cardoso, D. (2012). Crianças e Internet em Portugal. Coimbra: Editorial Minerva.