![]() |
Educational guide | |||||||||||||||||||||||||||||||||||||||
IDENTIFYING DATA | 2024_25 | |||||||||||||||||||||||||||||||||||||||
Subject | Information and Communications Technologies applied to Education | Code | 01012004 | |||||||||||||||||||||||||||||||||||||
Study programme |
|
|||||||||||||||||||||||||||||||||||||||
Descriptors | Credit. | Type | Year | Period | ||||||||||||||||||||||||||||||||||||
3 | Basic Training | First | First |
|||||||||||||||||||||||||||||||||||||
Language |
|
|||||||||||||||||||||||||||||||||||||||
Prerequisites | ||||||||||||||||||||||||||||||||||||||||
Department | DIDACT.GRAL,ESPEC.Y TEORIA EDU |
|||||||||||||||||||||||||||||||||||||||
Coordinador |
|
rbaea@unileon.es jrodrf@unileon.es |
||||||||||||||||||||||||||||||||||||||
Lecturers |
|
|||||||||||||||||||||||||||||||||||||||
Web | http:// | |||||||||||||||||||||||||||||||||||||||
General description | This subject deals with ICT and Education. Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. The aim of this course is in relation to starting developing competencies that convert students into competent teachers in a contemporary technological context. Many countries regard understanding ICT and developing digital literacy as part of the core of education. With this course, we try to offer students digital tools, learning strategies and cognitive mechanisms that allow them to start developing their teaching competencies in digital contexts. This guide is an initial proposal that orients the content and workflows of the course. However, the dynamics of the formative process will be marked by day to day work in the classroom | |||||||||||||||||||||||||||||||||||||||
Tribunales de Revisión |
|
|||||||||||||||||||||||||||||||||||||||
Competencias |
Code | |
A9018 | |
B987 | |
C4 | CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience |
C5 | CMECES5 That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy |
Learning aims |
Competences | |||
Be able to integrate and use ICT pedagogically for their personal and professional development | A9018 |
B987 |
C4 |
Acquire a level of digital literacy that allows us to evaluate and use technological resources in the development of our professional activity | A9018 |
B987 |
C4 C5 |
Know the characteristics of our society and the influence that ICT has on it. | A9018 |
B987 |
C4 C5 |
Acquire a series of technological resources useful for our personal and professional development. | A9018 |
B987 |
C5 |
Contents |
Topic | Sub-topic |
ICT IN EDUCATION | - Basic Concepts - ICT in the knowledge society |
DIGITAL LITERACY AND TECHNOLOGICAL RESOURCES | - Digital literacy in kindergarten education stage |
TRAINING, INNOVATION AND APPLICATION OF ICT IN THE TEACHING PROFESSION | - Resources and applications of ICT to kindergarten education - School 2.0 |
Planning |
Methodologies :: Tests | |||||||||
Class hours | Hours outside the classroom | Total hours | |||||||
Practicals using information and communication technologies (ICTs) in computer rooms | 4 | 4 | 8 | ||||||
Assignments | 2 | 6 | 8 | ||||||
Portfolios/Learning folder | 12 | 18 | 30 | ||||||
Lecture | 10 | 12 | 22 | ||||||
Mixed tests | 2 | 5 | 7 | ||||||
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Description | |
Practicals using information and communication technologies (ICTs) in computer rooms | Practical assignments mediated by ICT |
Assignments | Group and individual practices based on proposals for the use of ICT for a teacher of kindergarten education |
Portfolios/Learning folder | Preparation by the student of a structured set of documents (annotations, analysis, reflections, graphics, etc.) arranged chronologically or thematically, and which show the evolution, progress and the degree of compliance with the objectives set in each delivery at the same time that reflecting each student's strategies for inquiry, reflective thinking, rigor and analysis. |
Lecture | Theoretical and practical expositions of the course contents |
Personalized attention |
|
|
Assessment |
Description | Qualification | ||
Practicals using information and communication technologies (ICTs) in computer rooms | In different sessions, it will be proposed the delivery of an activity or activities on the central theme of the same. These activities can only be delivered and, therefore, will compute in the evaluation, by the students who attend each session. | 10% | |
Assignments | Individual and group assignments developed throughout the course must be delivered, together with the material of its presentation/defence, in order to be evaluated. The delivery of this documentation will respond to the criteria established by the professor. The originality and quality of content as well as the presentation and defence of the work will be valued. |
15% | |
Portfolios/Learning folder | Delivery of a portfolio with the evidences of the work developed in the course. In addition, it must include a final reflection on the learning outcomes, the methodology and evaluating systems used and the improvement proposals on the subject. | 30% | |
Mixed tests | Evaluation tests will be developed on the course contents. | 45% | |
Other comments and second call | |||
Evaluation Rules These standards and evaluation criteria are mandatory for both the first and second call. The current rating system will be applied at all times; currently, the one that appears in the RD 1125/2003, article fifth. The results obtained by the students in each of the subjects of the curriculum will be graded according to the following numerical scale from 0 to 10, with the expression of a decimal, to which may be added the corresponding qualitative grade: 0-4, 9: Suspension (SS), 5.0-6.9: Pass (AP), 7.0-8.9: Notable (NT), 9.0-10: Outstanding (SB). The mention of Enrollment of Honor may be granted to students who have obtained a grade equal to or greater than 9.0. Their number may not exceed 5% of the student body enrolled in the subject in the corresponding academic year, unless the number of students enrolled is less than 20, in which case a single Honor Enrollment may be granted. The main criteria on which the evaluation of the subject will be developed are: Demonstration of the domain of knowledge gathered in the program. IMPORTANT No averages of the qualifications of the theoretical and practical part are carried out if in some of the parts the qualification of approved has not been reached. That is, to make the weighted average of the aspects to be evaluated it is necessary to have approved each and every one of the evaluation blocks that make up the subject (Practices, Works, Theoretical Tests and Assistance and Involvement). Second call In the case of not passing the first call the students will have to present themselves on the date indicated to a second call in which, in addition to the delivery of the perceptive learning folder, they will have to carry out an evaluation test on theoretical and practical contents of the matter. This purba of evaluation will have a weight of 55% and the qualification of the learning portfolio will represent the remaining 45%. In both cases, a minimum score of 5 points out of 10 is required to proceed with the weighting of the grades. |
Sources of information |
Access to Recommended Bibliography in the Catalog ULE |
Basic | |
BASIC BIBLIOGRAPHY Aguaded Gómez, J. I., & Cabero Almenara, J. (2014). Tecnologías y medios para la educación en la e-sociedad. Madrid: Alianza. Recuperado de http://cielo.usal.es/Record/Xebook1-3391 Area Moreira, M. (2009). Introducción a la tecnologia educativa. Laguna: Universidad de La Laguna. Badia, A., Barba, C., Barlam, R., Fernández Campos, A., Fuentes, M., González, I., … Torrescassana, M. L. (2012). Escuela y cultura digital?: Internet como recurso. Barcelona: Graó. Baelo Álvarez, R. (2013). El aprendizaje colaborativo y las tecnologías de la información y la comunicación. En O. Arias-Gundín & R. Fidalgo (Eds.), Innovación educativa en la educación superior. Fundamentos, evaluación e instrucción (pp. 247-266). Berlín: Editorial Académica Española. Barberà Gregori, E., Mauri Majós, T., & Onrubia Goñi, J. (Eds.). (2008). Cómo valorar la calidad de la enseñanza basada en las tic: Pautas e instrumentos de análisis. Barcelona: Grao. Barroso Osuna, J., & Cabero Almenara, J. (2010). La investigación educativa en TIC visiones prácticas. Madrid: Editorial Síntesis. Cabero Almenara, J. (2016). Realidad aumentada y educación: innovación en contextos formativos. Callejas, A. I., Salido, J. V., & Jerez, Ó. (2016). Competencia digital y tratamiento de la información. Cuenca: Ediciones de la Universidad de Castilla-La Mancha. Gallego, D. J., & Gatica, N. (2010). La pizarra digital: Una ventana al mundo de las aulas. Alcalá de Guadaira (Sevilla):MAD. Goldin, D., Kriscautzky, M., & Perelman, F. (Eds.). (2012). Las TIC en la escuela, nuevas herramientas para viejos y nuevos problemas. Barcelona: Editorial Océano. González Rodero, L., & Prada San Segundo, S. (2010). Interpretando los resultados: en evaluación de procesos de innovación escolar basados en el uso de las TIC desarrollados en la comunidad de Castilla y León. Salamanca: Ediciones Universidad de Salamanca. Hilton, G., Hilton, A., & Dole, S. (2014). Teaching early years mathematics, science and ICT: core concepts and practice for the first three years of schooling. United States: Allen & Unwin. Lankshear, C., & Knobel, M. (2008). Nuevos alfabetismos: Su práctica cotidiana y el aprendizaje en el aula. Madrid: Ministerio de Educación Política Social y Deporte, Subdirección General de Información y Publicaciones. Murado Bouso, J. L. (2012). Pizarra digital. Ideaspropias Editorial S.L. Nieto Gil, J. M. (2008). Aprovechamiento didáctico de Internet. Editorial CCS. Pérez Escoda, A. (2017). Alfabetización mediática, TIC y competencias digitales. Barcelona: Editorial UOC. Price, H. (2012). The Really Useful Book of ICT in the Early Years. Hoboken: Taylor and Francis. Romero Granados, S., González Arrabal, E., Adell, J., España, Ministerio de Educación y Ciencia, Subdirección General de Información y Publicaciones, & Instituto Superior de Formación del Profesorado (España). (2007). Introducción temprana a las TIC: estrategias para educar en un uso responsable en educación infantil y primaria. Madrid: Ministerio de Educación y Ciencia, Subdirección General de Información y Publicaciones. Romero Tena, R., Llorente Cejudo, M. del C., & Román Gravan, P. (2009). Tecnologías en los entornos de infantil y primaria. Madrid: Editorial Síntesis, S. A. Sánchez Vera, M. del M., González Calatayud, V., & Solano Fernández, I. M. (2018). Medios, materiales y TIC para la enseñanza en educación infantil. Murcia: Universidad de Murcia. Simmons, A. (2008). Learning journeys with ICT: early years. Invercargill, N.Z.: Essential Resources. Siraj-Blatchford, J., & Whitebread, D. (2003). Supporting ICT in the early years. Maidenhead: Open University Press. |
|
Complementary | |
REFERENCE BIBLIOGRAPHY Agudo Prado, S. (2010). El uso comunicativo de las TIC en educación social. Revista de Educación Social, (11) Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=3649883&orden=295562&info=link; http://dialnet.unirioja.es/servlet/extart?codigo=3649883 Area Moreira, M., & Hernández Rivero, V. (2010). La producción de material educativo multimedia: tres experiencias de colaboración entre expertos universitarios y colectivos docentes no universitarios. Tendencias pedagógicas, 16, 65-88. Baelo Álvarez, R. (2008). Revisión de los usos didácticos de la radio en España. Comunicación y pedagogía: Nuevas tecnologías y recursos didácticos, 225,16-22. Baelo Álvarez, R. (2009). El e-learning, una respuesta educativa a las demandas de las sociedades del siglo XXI. Pixel-Bit: Revista de medios y educación,35, 87-96. Baelo Álvarez, R. & Cantón Mayo, I. (2009). Las tecnologías de la información y la comunicación en la educación superior. Estudio descriptivo y de revisión. Revista Iberoamericana de Educación, 50 (7). Retrieved el 10 de mayo de 2010 en http://www.rieoei.org/deloslectores/3034Baelo.pdf Baelo Álvarez, R. & Cantón Mayo, I. (2010). Las TIC en las universidades de Castilla y León. Comunicar: Revista científica iberoamericana de comunicación y educación,35 (XVIII) , 159-166. Baelo Álvarez, R. & Cantón Mayo, I. (2010). Use of information and communication technologies in Castilla & León universities. Comunicar: Scientific Journal of Media Literacy,35 (XVIII) , 159-166. Baelo, R. & Cantón Mayo, I. (2009).Las Tecnologías de la información y la comunicación en la educación superior española (Tecnologie dell'informazione e della comunicazione nel settore dell'istruzione superiore in Spagna ). Pedagogia e vita,67 (5-6), 37-54 Bartolomé Pina, A. (2008). El profesor cibernauta: ¿nos ponemos las pilas?. Barcelona: Grao. Beauchamp, G. (2017). Computing and ICT in the primary school: from pedagogy to practice. London; New York: Routledge. Cantón Mayo, I. & Baelo Álvarez, R. (2011). El profesorado universitario y las tecnologías de la información y de la comunicación (TIC): disponibilidad y formación. Educatio siglo XXI: Revista de la Facultad de Educación, 29 (1), 263-301. Corrales Salguero, A. R. (2009). La integración de las Tecnologías de la información y comunicación (TIC) en el Área de Educación Física. Hekademos: revista educativa digital, (4), 45-56. España Pérez, F., Luque, C. M., Pacheco, M., & Bracho, R. (2008). Del Lápiz al Ratón: Guía práctica para la utilización de las nuevas tecnologías en la enseñanza (Edición: 1). Toro mítico. Gallego, D.J., Alonso, C.M. & Cacheiro, M.L. (2011). Educación, sociedad y tecnología. Madrid: Editorial Universitaria Ramón Areces. Gutiérrez Martín, A. (2008). Las TIC en la formación del maestro: "Re-alfabetización" digital del profesorado. Revista interuniversitaria de formación del profesorado, (63), 191-206. Gutiérrez Martín, A., Palacios Picos, A., & Torrego Egido, L. (2010). Formar al profesorado inicialmente en habilidades y competencias en TIC: perfiles de una experiencia colaboradora. Revista de educación, (352), 149-178. Hernando Gómez, A. (2009). Una WebQuest para la orientación vocacional y profesional en Bachillerato. Comunicar: Revista científica iberoamericana de comunicación y educación, (32), 215-221. Lázaro Cantabrana, J. L. & Gisbert Cervera, M. (2007). La integración de las TIC en los centros escolares de Educación infantil y primaria: condiciones previas. Pixel-Bit: Revista de medios y educación, (28), 27-34. Salmon, G. (2004). E- activities. El factor clave para una formación en línea activa. Barcelona: UOC. Segura, M. (2009). Panorama internacional de las TIC en la educación: barreras actuales y propuestas de futuro. Telos: Cuadernos de comunicación e innovación, (78), 78-89. Sigalés, C., Mominó, J. M., Meneses, J., & Badia, A. (2008). La integración de internet en la educación española (p. 802). Barcelona: Universitat Oberta de Catalunya & Internet Interdisciplinary Institute (IN3). Recuperado a partir de http://www.uoc.edu/in3/integracion_internet_educacion_escolar/esp/pdf/informe_escuelas.pdf Soto Guillén, A. (2011). La Pizarra Digital Interactiva en la Escuela: Un Desafío Colaborativo. Editorial Académica Española. Vázquez Gutiérrez, A. (2009). La integración de las TIC en las aulas de Educación Infantil. Revista DIM: Didáctica, Innovación y Multimedia, (13) Retrieved from http://dialnet.unirioja.es/servlet/articulo?codigo=2934842&orden=202365&info=link; http://dialnet.unirioja.es/servlet/extart?codigo=2934842 |
Recommendations |
Other comments | |
Have computer equipment with internet connection. Basic English level |