Portuguese Language - Information and Communication Technologies

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Maria do Rosário da Silva Rodrigues 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 2 14,00 Maria do Rosário Rodrigues   5,34 Tiago Falcoeiras   4,00

Teaching language

Portuguese

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

- Reflect on the importance and specificity of the communicative phenomenon, languages, and in particular the Portuguese language;
- Identify the potential of information and communication technologies in production processes of write and communicate;
- Identify the pedagogical potential of the Internet in learning the Portuguese language;
- Use tools for synchronous and asynchronous communication, exploring their potential for the development of communication skills, writing and reading,
- Develop communication skills with the use of diverse media.
At the end of UC, it is expected that students acquire digital literacy skills that enable them autonomy as users meanwhile they can experience the potential of ICT in developing communication skills in Portuguese, including comprehension and oral expression, reading and writing.

Syllabus

a. Literacy(s) and Citizenship
a.1. Portuguese language and contemporary textual plurality
a.2. Portuguese Language and ICT: some implications for communication and learning
a.3. Analysis, selection, organization and information processing: criteria
a.4. Technological devices: the distance learning platforms, forums, chats, blogs, e-portfolios

b. Reading skills and ICT
b.1. The reading of written texts
b.2. The electronic reading: hypertexts
b.3. Handling activities, ownership and interpretation
b.4. Television on the Internet: reading activities
b.5. Reading: exploiting software

c. Writing skills and ICT
c.1. The computer as a tool for writing, communication and sharing
c.2. Writing: exploiting software
c.3. Production of digital stories

Demonstration of the syllabus coherence with the UC intended learning outcomes

The Course starts with the theme Literacy(s) and Citizenship where we want the students to reflect on
communicative phenomena using digital media, particularly using the Internet. The development of reading and writing skills will be promoted by the development of small projects where the technological means of communication and the opportunities afforded by Web 2.0 are used.

Teaching methodologies

Working process
- Individual and small groups research work: activities of organizing, analyzing and interpreting data;
- Reading, comprehension and writing texts and documents in several different supports;
- Design and implementation of projects and practical work with ICT resources;
- Realization, presentation and discussion of projects.

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

The mandatory elements that the students build and include in the web page allows the identifications of the Internet's potential for developing communication skills, reading and writing, using different media. In particular, the development of educational activities using the Internet promotes the identification of the pedagogical potential of the Web in these activities.

Assessment methodologies and evidences

This course will be evaluated by developing and presenting in pairs a Web page that shall contain the following elements:
- Reflection of the role of ICT in developing communication skills and citizenship;
- Construction of educational activities;
- Individual reflection on the learning that took place at UC.


Web page 30%
Reflections 20%
Educational activities 20%
Movie 20%
Final essay 10%

Assement and Attendance registers

Bibliography

Costa, F. A., & Jorge, M. (2011). Aprender e inovar com TIC em Portugal: Propostas e desafios. In P. Dias & A. J. Osório, Actas da VII Conferência Internacional de TIC na Educação – Challenges 2011 (pp. 1877-1884). Braga: Centro de Conferências da Universidade do Minho. http://hdl.handle.net/10451/4389

Fernandes, R. M. (2012). O Contributo das TIC para a Leitura no 1º Ciclo do Ensino Básico: Software de apresentação electrónica. [Dissertação de mestrado]. Castelo Branco: Instituto Politécnico de Castelo Branco. Disponível em: http://repositorio.ipcb.pt/bitstream/10400.11/1612/1/Vers%C3%A3o%20final%20tese.pdf
Leal, V. (2009). As TIC como Actividade de Enriquecimento curricular no 1º Ciclo do Ensino Básico. Disponível em http://repositorio.esepf.pt/bitstream/handle/10000/222/PG-TIC2009VitorLeal.pdf?sequence=1


Macedo, E., & Moedas, C. (2011). Educação em Portugal, desafio europeu e o ensino e aprendizagem com TIC: um olhar a partir duma experiência de formação. Ozarfaxinars, 26 (Ensino-Aprendizagem com TIC no EB - 1º Ciclo: Cruzando Olhares), 1-4. Disponível em http://www.cfaematosinhos.eu/Ozar_26_EATIC.pdf

Pinto, M. H. M. (2011). Intervenção educativa no Pré-Escolar e no 1.º ciclo do Ensino Básico: Reflexão sobre as práticas e estudo exploratório – o uso do computador no desenvolvimento de competências das crianças (relatório de estágio para obtenção do grau de mestre em ensino Pré-Escolar e 1.º ciclo do Ensino Básico). Ponta Delgada: 68 Departamento de Ciências da Educação da Universidade dos Açores. Disponível em http://hdl.handle.net/10400.3/1212

Tavares, Clara Ferrão. (2011). As implicações das TIC no ensino da língua. Lisboa: Ministério da Educação. Disponível em: http://www.dge.mec.pt/sites/default/files/Basico/Documentos/implicacoes_tic_pnep.pdf