1. To identify the didactic foundations of teaching and learning ICT / Informatics in Secondary Education and Education and Training of Young People and Adults.
2. To identify and critically analyze internationally published research on teaching and learning ICT / Informatics in Secondary Education and Youth and Adult Education and Training.
3. To plan in a didactically based manner the teaching of ICT / Informatics in Secondary Schools and in Youth and Adult Education and Training.
4. To use and evaluate teaching methods and diversified tools for teaching ICT in Secondary Schools and in Youth and Adult Education and Training.
5. To assess the quality of learning, based on didactic research.
6. To reflect on professional practice, in a perspective of professional development informed by didactic knowledge and research.
A. The importance of ICT and Informatics in Secondary Education and Youth and Adult Education and Training.
B. The research on teaching and learning ICT/Informatics in Secondary Education and Youth and Adult Education and Training and recommendations of international referenceinstitutions (ACM, IEEE, UNESCO, EU).
C. Official curriculum defining documents for Secondary Education and Youth and Adult Education and Training.
D. Planning the teaching of ICT and Informatics in Secondary Education and in Youth and Adult Education and Training.
E. Contents to be addressed in Secondary Schools and in Adult and Youth Education and Training.
F. Activities and tools for teaching and learning ICT and Informatics in Secondary Schools and in Adult and Youth Education and Training.
G. Management and evaluation of teaching and learning of ICT/Informatics in Secondary Schools and in Adult and Youth Education and Training.
This course has classes with moments of structured intervention by the teacher, moments of collective debate and in small groups 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 / Informatics for Secondary Education.
T2. Individual work - Analysis of at least 2 scientific articles in the area of didactics of informatics, about current trends or good 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
Simmons, C., & Hawkins, C. (2015). Teaching Computing. London, England: SAGE Publications.
Lau, W. (2017). Teaching computing in secondary schools: A practical handbook. London, England: Routledge.
Connell, A., Edwards, A., Hramiak, A., Rhodes, G., & Stanley, N. (2014). A practical guide to teaching computing and ICT in the secondary school (2nd ed.). London, England: Routledge.
Cravino, J.P. (2018). Uso de Narrações Multimodais na investigação em Didática de Ciências e Tecnologia. In J. Bernardino Lopes, C. Viegas, & A. Pinto (Eds.), Melhorar Práticas de Ensino de Ciências e Tecnologia (pp. 59-70). Lisboa: Edições Sílabo. ISBN 978-972-618-944-2
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
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