Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | OT | 3 | 2 |
2500260 Social Education | OT | 4 | 0 |
2500261 Education Studies | OT | 4 | 0 |
2500797 Early Childhood Education | OT | 4 | 0 |
2500798 Primary Education | OT | 4 | 0 |
No specific requierements
General purposes:
- Provide a learning environment that encourages participation and takes decision-making by students.
- Promote the use of technological resources in teaching and learning situations, based on the educational decisions
- Allow students to become familiar with the complexity of the processes of planning, development, application and evaluation of technological resources
- Develop the professional criteria in order to facilitate decision making on the use , design and evaluation of textual and audiovisual digital media in a variety of contexts of teaching and learning
Specific purposes:
- Reflect on the concepts of Educational Technology and information and communication technologies in the service of learning, knowledge, and its social and educational impact.
- Provide a broad view of the possibilities of use of ICT in the context of formal and non-formal education and in the work.
- Analize, evaluate and eventually to design technological resources for the education-develop projects that integrate the use of ICT in different educational contexts.
1. Information and Communication Technologies as a means of teaching and learning. Different approaches to Educational Technology. Technological vision and critical vision. The digital competence of teachers and learners. Learning and building knowledge with ICT. Implications for educational innovation.
2. Analysis of innovative experiences. Policies, experiences and educational projects on the digital textbook, Internet, online programming, digital manufacturing and e-learning among others.
2.1 Design, development and evaluation of educational proposals that integrate ICTs as a means of teaching and learning. Analysis, evaluation and creation of digitals resources.
2.2. New challenges and opportunities for the improvement of education, new roles for teachers, students, family and the social environment. Contributions of ICT. Policies and projects that promote the improvement and educational change through the integration of ICT.
The activities planned for the treatment of the contents include lectures, seminars, laboratories, workshops and tutorials as well as activities considered autonomous work (readings and practices).
In general terms the sequence intended for the treatment of the issues is as follows:
1) discussion of the main concepts and, eventually, presentation of the teaching staff of critical aspects of the subject matter
2) Provision of resources provided both by teachers as per the student: video on the topic, preferred article, related experiences, etc. (seminarios, laboratorios y talleres)
3) Individual reading by the student (autonomous work )
4) Practice oriented group. Activity directed face-to-face with orientation in class (seminars and laboratories) and eventually out of it in tutoring (activity supervised). In some cases suggests its public presentation in seminars or laboratories or talleres.
5) Practical self-reflective indivisual especially the work done by each issue (autonomous work).
In this subject a class attendance of at least 75% is recommended.
The teaching methodology and the evaluation of proposals may undergo some modification depending on the restrictions to the
attendance imposing bt goverment.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Laboratories | 20 | 0.8 | 2, 7, 3 |
Lectures | 5 | 0.2 | 2, 7, 3 |
Seminars | 20 | 0.8 | 2, 7, 3 |
Type: Supervised | |||
Tutoring and evaluation | 30 | 1.2 | 2, 7, 3 |
Type: Autonomous | |||
Examen preparation | 25 | 1 | 2, 7, 3 |
Preparation of evaluation project | 25 | 1 | |
Work on learning portfoli | 25 | 1 | 2, 7, 3 |
The evaluation consists of three activities:
Activity 1: work of formative evaluation in the development of a digital learning portfolio (individual), to be developed during the course of the subject in order to guide the learning process. It requires continuous work from the beginning until the end of the course. There will be different types of activities to be developed from type 1. Analysis of an educational project that integrates the use of digital technologies; 2.comparison between different types of educational software, 3) productions with different types of software, etc. A minimum of between 3 and 5 activities will be established for their evaluation. First delivery: 16/11. Final delivery: One week before the end of the course.
Activity 2: design and public presentation of a project (group activity). Features: with this work, students should reflect what they have learned in the course through the design of a project to integrate into an educational proposal some computer application developed during the subject. The project must integrate the fundamental and pertinent contents worked in the subject, and it will be presented through an on line resorce/multimedia document. Their public presentation will feature a digital presentation. Delivery: 18/1
Activity 3: test (activity individual). Date: 11/1. REcovery: 25/1. To qualify for recovery, you must have at least 3.5.
Characteristics: written exercise of integration of contents.
The three activities must be approved with a minimum of 5 (five).
To pass this course, it is necessary for the student to also show good general communicative competence, both orally and in writing (Spanish and Catalan). In all activities (individual and group), therefore, linguistic correction, writing and formal aspects of presentation will be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.
Copying or plagiarism will be penalized with a 0 as a grade for the subject, losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0). If during the performance of an individual work in class, the teacher considers that a student is trying to copy or some type of document or device not authorized by the teacher is discovered, it will be scored with a 0, with no option recovery, and therefore, the subject will have failed. A work, activity or exam is considered to be "copied" when it reproduces all or a significant part of the work of one / another colleague. A work or activity will be considered "plagiarized" when a part of an author's text is presented as one's own without citing the sources, regardless of whether the original sources are on paper or in digital format.
The proposed teaching methodology and assessment may undergo some modification depending on the attendance restrictions imposed by the health authorities.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Design of a project | 30% | 0 | 0 | 2, 7, 3, 4 |
Learning Portfolio | 40% | 0 | 0 | 2, 1, 7, 3, 4, 5, 6 |
Test | 30% | 0 | 0 | 2, 7, 3, 4 |
Basic bibliography
AlFarah, M. & Bosco, A (2018) Los Usos de Facebook y WhatsApp en la Reconstrucción de la Educación en Zonas Afectadas por Conflictos Armados: El Caso de Siria. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación,16, 4, pp. 45-62. URL: https://revistas.uam.es/index.php/reice/article/view/9956/10063
Aparici, R. & Silva M. (2012) Pedagogía de la interactividad, Comunicar, 38, XIX, pp. 51-58. URL: https://www.revistacomunicar.com/
Domingo .M.; Bosco Paniagua, A. Carrazco, S. & Sánchez, J.A. (2020) Fomentando la competencia digital docente en la universidad: Percepción de estudiantes y docentes, Revista de Investigación Educativa, 38(1), pp.167-782. URL: https://revistas.um.es/rie/article/view/340551
Bustillo-Bayón, J.; Vizcarra-Morales, M. T. & Aristuzabal Llorent, P. (2014) Análisis del proceso formativo de un grupo de reclusos en un taller de Scratch, Revista Latinoamericana de Tecnología Educativa RELATEC, 13, 1, pp.37-49. URL: https://relatec.unex.es/article/view/1279/859
Capell, N.; Tejada, J. & Bosco, A. (2017) Los videojuegos como medio de aprendizaje: un estudio de caso en matemáticas en Educación Primaria. Pixel-Bit, 52, pp. 133-150. URL: https://idus.us.es/handle/11441/62678;jsessionid=97F2E9C95D411975C4917B1A8DEDFAC3
Cepeda Romero, O.; Gallardo Fernández, I.M. & Rodríguez J. (2016) La evaluación de los materiales didácticos digitales, Revista Latinoamericana de Tecnología Educativa RELATEC, 16,2, pp. 79-95.URL: https://relatec.unex.es/article/view/3055
Fariña, E.; González, C.S. & Area, M. (2013). ¿Qué herramientas utiliza el profesorado universitario en el campus virtual? RED, Revista de Educación a Distancia, 35. URL: https://www.um.es/ead/red/35/
Fernández Alex, M. D. (2016) Modelo Educativo emergente en las buenas prácticas TIC, Revista Fuentes, 18,1, pp. 33-47. URL: https://revistascientificas.us.es/index.php/fuentes/article/view/2813
Gisbert Cervera, M.; Gónzález Martínez, J. & Esteve Mon, F. (2016) Competencia digital y competencia digital docente: una panorámica sobre el estado de la cuestión, Revista Interuniversitaria de Investigación en Tecnología Educativa (RIITE), nº 0, pp.74-83. URL: https://revistas.um.es/riite/article/view/257631
Sancho Gil, J.M. (2019) De la tecnología para aplicar a la tecnología para pensar: implicaciones para la docencia y la investigación, Revista Latinoamericana de Tecnología Educativa RELATEC, 18, 1, pp. 9-22. URL: https://relatec.unex.es/article/view/3392
Complementary Bibliography
Adell Segura, J. y Castañeda Quintero (2010) Los entornos personales de aprendizaje: una nueva manera de entender el aprendizaje. En Roig Vila, R. y Fiorucci, M. (Eds) Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad educativas. Alcoy: Marfil – Roma TRE Universita degli Studi. URL: https://cent.uji.es/pub/sites/cent/files/Adell_Castaneda_2010.pdf
Alonso, C.; Bosco, A.; Corti, F. & Rivera, P. (2014): Prácticas de enseñanza mediadas por entornos 1 x1: Un estudio de casos en la educación obligatoria de Cataluña. Profesorado. Revista de currículum y formación del profesorado, Vol. 18, 3, pp. 99-118. URL: http://www.ugr.es/~recfpro/rev183ART6.pdf
Area, M. & Adell, J. (2009) E-learning: enseñar y aprender en espacios virtuales. En DE PABLOS, J. (Coord.) Tecnología Educativa. La formación del profesorado en la era de Internet. Málaga: Ediciones Aljibe. Pp.391-424.
Area, M. & Pessoa, T. (2012) De lo sólido a lo líquido: las nuevas alfabetizaciones ante los cambios culturales de la web 2.0., Comunicar, 38, XIX, pp.13-20. URL: https://www.revistacomunicar.com/
Barroso-Osuna, J.; Cabero-Almenara, J. & Gutiérrez-Castillo, J.J. (2018) La producción de objetos de aprendizaje en realidad augmentada por estudiantes universitarios, Revista Mexicana de Investigación Educativa, Vol. 23, nº79, pp 1261-1283. URL: https://www.tecnologia-ciencia-educacion.com/index.php/TCE/article/view/221
Bosco, A.; Sánchez Valero, J.A. & Sancho Gil, J.M. (2016) Teaching practice and ICT in Catalonia: Consequences of educational policies. KEDI Journal of Educational Policy. 13 (2). p 201-220. URL: https://www.researchgate.net/publication/314464856_Teaching_practice_and_ICT_in_Catalonia_Consequences_of_educational_policies
Cobo Romaní, C. & Pardo Kuklinski, H. (2009) Un esbozo de ideas críticas sobre la Web 2.0. En Planeta web 2.0. Inteliggencia colectiva o medios “fast food”. E-book de acceso gratuito. URL: https://www.ecuaderno.com/2007/09/10/libro-planeta-web-20/
García, J.M. (2015) Robótica Educativa. La programación como parte de un proceso educativo. RED-Revista de Educación a Distancia. Vol 46 (8). URL: https://www.um.es/ead/red/46/garcia.pdf
González Patiño, J.; Esteban Guitart, M. Y San Gregorio, S. (2017) Participación Infantil en la Transformación de sus Espacios de Aprendizaje: Democratizando la Creación mediante un Proyecto de Fabricación Digital en un Fablab. Revista Internacional de Educación para la Justicia Social,6 (1), 137-154.URL: https://revistas.uam.es/riejs/article/view/7658/7947
Gewerc Barujel, A. (2009) Políticas, prácticas e investigación en Tecnología Educativa. Barcelona: Ediciones Octaedro
Gewerc, A., Montero, L.& Lama, M. (2014) Colaboración y redes sociales en la enseñanza universitaria. Comunicar, 42, XXI, pp. 55-63. https://www.revistacomunicar.com/
Marin, V., Negre, F. & Pérez, A. (2014) Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo, Comunicar, 42, XXI, pp.35-43. https://www.revistacomunicar.com/
Minelli-De-Oliveira, J.,Camacho-i Martí, m. y Gisbert-Cervera, M. (2014) Explorando la percepción de estudiantes y profesor sobre el libro de texto electrónico en Educación Primaria. Comunicar, 42, 87-95. URL: https://www.revistacomunicar.com/indice/articulo.php?numero=42-2014-08
Sancho, J. M. (2008) De TIC a TAC, el difícil tránsito de un vocal. Investigación en la escuela, 64, pp.19-30. URL: https://revistascientificas.us.es/index.php/IE/article/view/7165
Valverde, J. (2014) MOOCs: una visión crítica desde las Ciencias de la Educación, Profesorado. Revista de Currículum y formación del profesorado, Vol. 18, nº1. (enero-abril), pp. 93-111. URL: http://www.ugr.es/~recfpro/rev181ART6.pdf
Villalustre Martínez, L. y Del Moral Pérez, E. (2015) Gamificación: Estrategia para optimizar el proceso de aprendizaje y la adquisición de competencias en contextos universitarios, Digital Education Review, 27, junio 2015, pp. 13-31.URL: https://revistes.ub.edu/index.php/der/article/viewFile/11591/pdf
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