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ICT in Pre-school Education and 1st Cycle of Basic Education

Scholar Year: 2017/2018 - 2S

Code: MP1C20022    Acronym: TICP1C
Scientific Fields: Didáticas Específicas
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE1C 27 Study Plan 4,0 48 108,0

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 3,20
Maria do Rosário Rodrigues   3,20

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 TIC in Preschool Education (EPE) and in primary school.
- Understands the need for appropriate methodologies for use of TIC in learning activities of students in the curricular areas in EPE and in primary school
- Know the different perspectives of TIC in EPE and Primary School and its relationship with different teaching options.
- Conceive, plan and critically analyzes proposals for the use of TIC in curriculum context.
- Understand the role that TIC can play in professional development through communication networks and communities of practice.
-Using TIC in the context of the classroom in EPE, and primary school.

Syllabus

-The role of Information Technology and Communication in EPE and Primary School.
-The Internet as an educational resource in curricular areas of EPE and Primary School.
- Internet-based educational activities in EPE and Primary school
- Learning Communities
- Computational thinking.
- Analysis and evaluation of different types of software (games, pictures , video).
- Web 2.0 learning tools (Blogs, Wikis , Websites , ... ).


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 TIC. In more theoretical component the students should learn the major research findings regarding the appropriate methodologies to include the use of TIC in EPE and Primary School,
the validity of the educational activities and the role they can play in both educators and teachers' professional development.
The most practical component of UC students looking to build educational activities designed for EPE and Primary School and based on the Internet and discuss them looking to acquire skills related to critical development of this type of activities. The students will also experiment and reflect upon the development of computatinal thinking using robots. These activities are supported by the Web 2.0
tools (Blogs, Wikis, Websites) .

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 TIC in an EPE and Primary School context.
-Preparation, presentation and discussion of curriculum materials that address the use of TIC in EPE and Primary School.
-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 developed in EPE and primary school arising in practice and educational research
Another block of activities to develop will take into account the elaboration and discussion of proposed activities suitable for EPE and Primary School and their review (for instance: games, stories) and activities with more specific methodologies such as, for instance webquests and treasure hunts.

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 works (60%).

Assement and Attendance registers

Description Type Tempo (horas) End Date
Attendance (estimated)  Classes  0
  Total: 0

Bibliography

Eagle, S. (2012). Learning in the early years: Social interactions around picturebooks, puzzles and digital
technologies. Computers & Education, 59, 38–49.
Jordi, A.(2004). Internet en la aula. Las Webquest. Obtido em 10 de Novembro de 2009, de Revista Electrónica
de Tecnología Educativa: http://www.uib.es/depart/gte/edutec-e/revelec17/adell_16a.htm
Papert, S.(1994). The children’s machine: Re-thinking school in the age of the computer. NY: Harvester
Wheatsheaf.
Papert, S.(2001). Change and resistence to change in education. In Novo conhecimento nova aprendizagem (pp. 61-70). Lisboa: Fundação Calouste Gulbenkian.
Shelly, G., Cashman, T., Gunter, G., & Gunter, R. (2008). Integrating technology and digital media in the classroom: Teachers discovering computers. Boston, Mass, USA.
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, 339–352.

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Página gerada em: 2024-03-29 às 09:00:46