1. To identify the didactic foundations of teaching and learning ICT/informatics in the early years of schooling.
2. To identify and critically analyses internationally published research on teaching and learning of ICT/Informatics in the early years of schooling.
3. To plan in a didactically based way the teaching of ICT in the early years of schooling.
4. Use and evaluate teaching methods and diversified tools for teaching ICT in Pre-School and 1st Cycle of Basic Education
5. Assess the quality of learning, based on didactic research.
6. Reflect on professional practice, in a perspective of professional development informed by didactic knowledge and research.
A. The importance of ICT and Computing in the early years of schooling.
B. The research on teaching and learning ICT/informatics in the early years of schooling and recommendations of international reference institutions (ACM, IEEE, UNESCO, EU).
C. Defining documents of the official curriculum for Pre-School Education and for the 1st Cycle of Basic Education.
D. Planning the teaching of ICT and Informatics in Pre-School Education and 1st Cycle of Basic Education.
E. Content to be addressed in Pre-school Education and 1st Cycle of Basic Education.
F. Activities and tools for teaching and learning ICT and Informatics in Pre-school and 1st Cycle of Basic Education.
G. Management and evaluation of teaching and learning of ICT / Informatics in Pre-School Education and 1st Cycle of Basic Education.
This course has lessons with moments of structured intervention by the teacher, moments of collective debate and in small group around the issues under study, based ondocuments produced by students and materials to support the course. There are also classes where the student's work is privileged, namely presenting, and discussing workrelated to teaching and learning situations of ICT/informatics.
The assessment consists of the completion and discussion of 2 assignments:
T1. Work in pairs - Preparation and reasoned presentation of the planning of a didactic sequence of lessons of ICT / IT for Pre-School Education or the 1st Cycle of BasicEducation.
T2. Individual work - Analysis of at least 2 scientific papers in the area of didactics of informatics, on current trends or best practices in the area, whose choice is subject toapproval of the teachers of the CU.
The final classification (FC) is calculated by: FC = 0.5 * T1 + 0.5 * T2
- Cravino, J.P. (2017). Planning Teacher Mediation in Science and Technology Lessons. In J. B. Lopes, J. P. Cravino, E. de Souza Cruz, & A. Barbot (Eds.), Teaching Science: Contributions of Research for Planning, Practice and Professional Development (pp. 45-59). New York: Nova Science Publishers. ISBN 978-1-53612-361-6
- Lopes da Silva, I. (Coord.); Marques, L.; Mata, L.; & Rosa, M. (2016): Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Ministério da Educação.
- Lucena, F.J.H.; Núñez, J.A.L.; García, S.A.; & Marín, J.A.M. (2021). Recursos didácticos y tecnológicos aplicados a la educación infantil (EI): Teoría y práctica. Fundación Wolters Kluwer
- Ministério da Educação (2018). 1.º Ciclo do Ensino Básico - Orientações Curriculares para as Tecnologias da Informação e Comunicação. https://www.dge.mec.pt/sites/default/files/ERTE/oc_1_tic_1.pdf
- Simmons, C., & Hawkins, C. (2015). Teaching Computing. London, England: SAGE Publications
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