Educational guide
IDENTIFYING DATA 2023_24
Subject Information and Communications Technologies applied to Education Code 01014004
Study programme
1014 - GRADO EN EDUCACIÓN SOCIAL
Descriptors Credit. Type Year Period
3 Basic Training First First
Language
Castellano
Prerequisites
Department DIDACT.GRAL,ESPEC.Y TEORIA EDU
Coordinador
GRANDE DE PRADO , MARIO
E-mail mgrap@unileon.es
rcanr@unileon.es
Lecturers
CAÑÓN RODRÍGUEZ , RUTH
GRANDE DE PRADO , MARIO
Web http://
General description This subject deals about ICT and Education. Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education. This subject is English Friendly (with material, evaluation and mentoring avalaible in English).
Tribunales de Revisión
Tribunal titular
Cargo Departamento Profesor
Presidente DIDACT.GRAL,ESPEC.Y TEORIA EDU VALLE FLOREZ , ROSA EVA
Secretario DIDACT.GRAL,ESPEC.Y TEORIA EDU ARIAS GAGO , ANA ROSA
Vocal DIDACT.GRAL,ESPEC.Y TEORIA EDU BAELO ALVAREZ , ROBERTO
Tribunal suplente
Cargo Departamento Profesor
Presidente DIDACT.GRAL,ESPEC.Y TEORIA EDU DIEZ GUTIERREZ , ENRIQUE JAVIER
Secretario DIDACT.GRAL,ESPEC.Y TEORIA EDU PINO GUTIERREZ , FRANCISCO JAVIER DEL
Vocal DIDACT.GRAL,ESPEC.Y TEORIA EDU POY CASTRO , RAQUEL

Competencias
Code  
A9080
A9100
B1059
B1076
B1077
C2 CMECES2 That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the development and defense of arguments and the resolution of problems within their area of study.
C3 CMECES3 That students have the ability to gather and interpret relevant data (normally within their area of study) to make judgments that include reflection on relevant issues of a social, scientific or ethical nature.
C4 CMECES4 That students can transmit information, ideas, problems and solutions to both a specialised and non-specialised audience

Learning aims
Competences
A9080
 B1076
B1077
 C3
A9080
 B1059
B1076
 C2
A9080
A9100
 B1059
B1076
 C4

Contents
Topic Sub-topic

Planning
Methodologies  ::  Tests
  Class hours Hours outside the classroom Total hours
Lecture 13 11 24
 
Assignments 7 10 17
Presentations / expositions 3 5 8
 
Practicals using information and communication technologies (ICTs) in computer rooms 10 10 20
 
Mixed tests 1 5 6
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies   ::  
  Description
Lecture
Assignments
Presentations / expositions
Practicals using information and communication technologies (ICTs) in computer rooms

Personalized attention
 
Lecture
Practicals using information and communication technologies (ICTs) in computer rooms
Assignments
Presentations / expositions
Mixed tests
Description

Assessment
  Description Qualification
Practicals using information and communication technologies (ICTs) in computer rooms 15%
Assignments 15%
Presentations / expositions 10%
Mixed tests 40%
Others 20%
 
Other comments and second call

Sources of information
Access to Recommended Bibliography in the Catalog ULE

Basic Santoveña-Casal, S, Análisis de pedagogías digitales: Comunicación, redes sociales y nuevas narrativas, Octaedro, 2019
Martínez de Carvajal Hedrich, Ernesto , TUNEANDO A ZOWI - PROYECTOS DE ROBÓTICA Y ACTIVIDADES DOCENTES, EMCH TechBooks, 2016

Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use (No. JRC106281). Joint Research Centre (Seville site). https://ideas.repec.org/p/ipt/iptwpa/jrc106281.html


Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. Journal of International Education Research (JIER), 13(1), 1-16. https://doi.org/10.19030/jier.v13i1.9907

Gee, J. & Esteban-Guitart, M. (2019). Designing for deep learning in the context of digital and social media. [El diseño para el aprendizaje profundo en los medios de comunicación sociales y digitales]. Comunicar, 58, 9-18. https://doi.org/10.3916/C58-2019-01

Pereira, S., Fillol, J. & Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04

Resta, P. & Laferrière, T. Educ Inf Technol (2015) 20: 743. https://doi.org/10.1007/s10639-015-9419-z

Sadaf, A., Newby, T. J., & Ertmer, P. A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37-64.

UNESCO. (2013). Policy guidelines for mobile learning. Paris: Author.

http://webquest.org/
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