TEACHING GUIDE
INFORMATION AND
COMMUNICATION TECHNOLOGY
Bachelor’s Degree in Pedagogy
Universidad Católica de Valencia
“San Vicente Martir”
Academic Year 2017/2018
Teaching Guide for Information and
ECTS
SUBJECT:
INFORMATION AND COMMUNICATION
TECHNOLOGY
6
FIELD:
EDUCATION (COMMON MATTER)
30
MODULE
: DIDACTICS AND EDUCATIONAL INNOVATION
30
Type of course: BASIC
Year
: 1st
Semester
: 2nd
Teaching staff: Luis Marco Estellés
Department: EDUCATION
SCIENCES
E-mail: [email protected]
ORGANISATION OF THE MODULE
DIDACTICS AND EDUCATIONAL INNOVATION
30
Term and temporal placement within the curriculum
Fields and Subjects
Academic Field ECTS SUBJECT ECTS
Year/
semester
EDUCATION 30
Technology of information and communication
6 1/2
General Didactics
Teaching-Learning processes in the
classroom: techniques and tools.
Design and Evaluation of Educational Action
Plans.
Research and Educational Innovation
Teaching Guide for Information and
Communication Technology
CROSS-SECTIONAL SKILLS Skill measuring scale Instrumental Skills 1 2 3 45. ICT use in teaching and professional contexts.
X 6. Management of information, particularly referring to the pedagogical
context.
X
Interpersonal Skills 1 2 3 4
9. Acquire the capability to integrate and communicate with experts in other areas and in different contexts.
X
13. Adopt attitudes to respect fundamental rights and equality between men and women
X
14. Acquire values belonging to a culture of peace and democracy.
X
Systemic Skills 1 2 3 4 15. Learn independently.
X 17. Develop creativity.
X 20. Make life-long learning a personal, professional and social need.
SPECIFIC SKILLS
Conceptual Competences 1 2 3 4
14. Design and build techniques and diagnostic tools to detect variables which justify specific educational activities (needs diagnosis, skills, social exclusion and discrimination causes, learning difficulties, etc.).
X 15. Coordinate the design, application and assessment of educational
programmes through ICTs (e-learning).
X 20. Learn ways to collaborate with different agents of the educational
community and social environment.
X
22. Know and combine personal variables, basic psychological processes, interpersonal factors and agents of the teaching-learning process
X
LO-1 The student recognises the features of the ICT-based information society.
T6; T9; T15; E3; E15 LO-2 The student uses the means, languages and resources linked to
ICTs.
T5; T6; T9; T15; T17; T20; E14;
E15 LO-3 The student correctly designs and evaluates the different types of
Teaching-Learning processes based on ICTs.
T5; T9; T15; T17; T20; E14; E15
LO-4 The student applies ICTs for education in social exclusion and international aid contexts.
T5; T6; T9; T13; T14; T15; T17; T20; E14; E15;
E20; E22
CLASSROOM EDUCATIONAL ACTIVITIES
Activity Teaching-Learning methodology
Relationship with learning
outcomes
ECTS
LECTURES Teacher presentation of contents; skills analysis; explanation and in-class display of
skills, abilities and knowledge. LO1; LO2; LO3; LO4 0.6
PRACTICAL LESSONS
Group work sessions monitored and overseen by the professor. Case studies, diagnosis analysis, problem resolution, field study, computer room, data search, institutional visits... Significant construction of knowledge through student activities and interaction with professors.
LO2; LO3; LO4
0.7
SEMINARS
Overseen monographic sessions with shared
participation LO1; LO4 0.4
TEAMWORK PRESENTATIONS
Application of multidisciplinary knowledge
LO2; LO3
0.4 MENTORING
Personalised and small-group attention. Period of instruction and/or orientation carried out by a mentor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc.
LO1; LO2; LO3; LO4 0.2
ASSESSMENT
Set of oral and/or written tests used in initial,
Total (2.4)
EDUCATION ACTIVITIES OF STUDENT INDEPENDENT WORK (BLENDED)
ECTS
ACTIVITY Blended Teaching-Learning
methodology Relationship with learning outcomes ECTS SYNCHRONOUS VIRTUAL MEETING (video)
Presentation of content by the teacher; skills analysis; explanation and demonstration of skills, abilities and knowledge in the virtual classroom.
LO1; LO2; LO3; LO4
0.4
VIRTUAL THEORY SESSION ASYNC
Through prior planning the professor provides a detailed guide of study materials for use in the virtual classroom: documents, video lessons created by the UCV professor; external links and/or additional literature.
LO1; LO2; LO3;
LO4 0.3
DISCUSSION FORUMS
Active participation in discussion forums related to the subject and moderated by the
professor. LO2; LO3; LO4 0.5
INDEPENDENT WORK
Student work: individual preparation of readings and tests; problem solving; seminars; papers, reports, etc... to be presented or handed in in theoretical or practical lessons and/or small group mentoring. This also refers to online work.
LO2; LO3; LO4 0.4
Total (1.6)
EDUCATIONAL ACTIVITIES OF STUDENT INDEPENDENT WORK
ACTIVITY Teaching-Learning methodology
Relationship with learning outcomes
ECTS
TEAMWORKPreparation of readings and essays; problem solving; seminars; papers; reports, etc. to be presented or handed in in the lectures, practical and/or small group mentoring.
Work done on the university e-learning platform (www.plataforma.ucv.es)
INDEPENDENT WORK
Student work: individual preparation of readings, tests, problem solving, seminars, papers, reports, etc..., to be presented or handed in in theoretical or practical lessons and/or small group mentoring.
Work done on the university e-learning platform (www.plataforma.ucv.es)
LO1; LO2; LO3; LO4 1
Total
(2)
ASSESSMENT OF SKILL ACQUISITION AND ASSESSMENT SYSTEM
Assessment Tools LEARNING OUTCOMES ASSESSED Awarded
percentage
INDIVIDUAL TEST (Oral and written test, or any other instrument considered appropriate or useful for continuous
assessment by the professor)
LO1; LO2; LOR3; LO4
60%
INDIVIDUAL OR TEAMWORK PRESENTATIONS
LO2; LO3; LO4 30%
INDIVIDUAL INVOLVEMENT (Interest, dedication
and effort, class attendance…)
LO1; LO2; LO3; LO4 10%
CRITERIA FOR AWARDING THE DISTINCTION OF PASS WITH HONOURS:
The distinction will be awarded to students who have achieved a final score
equal to or greater than 9.0. The number of Pass with Honours granted will not
exceed 5% or 1 every 20 students enrolled in the same class in the same
academic year. An exception to this rule is groups which have fewer than 20
students; in that case one Pass with Honours may be granted. (Royal Decree
1125/2003).
DESCRIPTION OF CONTENTS
SKILLSUNIT 1: INTRODUCTION TO ICTs (Lessons 1-4)
1. Information Society and new technologies. 2. Available ICT means and tools.
3. New channels, new languages.
4. Using multimedia resources and telematic means.
T5; T6; T9; T15; T17; T20; E14;
E15; E22
UNIT 2: APPLICATIONS OF ICTs IN EDUCATION (Lessons 5-8)
5. Design and evaluation of the Teaching-Learning process through Home- Learning and Blended-Learning.
6. Design and evaluation of the Teaching-Learning process through E-Learning.
7. Massive Open Courses: towards democratisation of high-standard educational access.
8. ICT application to educate in non-accessible contexts: towards democratisation of education in social exclusion and international aid contexts.
T5; T6; T9; E13; T14; T15; T17; T20; E14; E15;
E20; E22
TEMPORAL ORGANISATION OF LEARNING (only students enrolling in the subject for the first of first registration in the subject)
UNITS Nr OF LESSONS
1 1. Information Society and new technologies. 1
2 2. Available ICT means and tools. 1
3 3. New channels, new languages. 1
4 4. Using multimedia resources and telematic means. 2
5
5. Design and evaluation of the Teaching-Learning process
through Home-Learning and Blended-Learning. 2
6
6. Design and evaluation of the Teaching-Learning process
through E-Learning. 1
7
7. Massive Open Courses: towards democratisation of
high-standard educational access. 1
8
8. ICT’s application for educating in non-accessible contexts: towards democratization of education in social
BIBLIOGRAPHY
•
AGUADED, J. I., LÓPEZ MENESES, E Y ALONSO, L. (2010b). Innovating with Blogs in University Courses: a Qualitative Study. The New Educational Review, 22 (3-4), 103- 115. U.R.L. http://www.educationalrev.us.edu.pl/volume22.htm
•
AGUADED, J. I.; LÓPEZ MENESES, E. Y ALONSO, L. (2010a). Formación del profesorado y software social. Teacher training and social software. ESE. Estudios sobre educación. 97-104.
•
Area Moreira, M. (2009). Introducción a la tecnología educativa. La Laguna: Universidad. (e-book disponible en http://webpages.ull.es/users/manarea/ebookte.pdf)
•
Barba Coromines, C., Capella Priu, S., Adell Segura, J. y Dodge, B.
(2010).
Ordenadores en las aulas
. Barcelona: Ed. Graó.
•
Blanco, R. y Cervera, D. (2010).
Tecnología: investigación, innovación y
buenas
prácticas.
Madrid-Barcelona: MEC- Ed. Graó.
•
CABERO, J. y LÓPEZ MENESES. (2009). Evaluación de materiales multimedia en red en el Espacio Europeo de Educación Superior (EEES). Barcelona: DaVinci.
•
CABERO, J.; LÓPEZ, E. y BALLESTEROS, C. (2009). Experiencias universitarias innovadoras con blogs para la mejora de la praxis educativa en el contexto europeo. Revista de Universidad y Sociedad del Conocimiento (RUSC), 6, 2. Publicación electrónica:
http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v6n2_cabero_etal/v6n2_cabero
• CABERO, J; LÓPEZ MENESES, E y LLORENTE, M. C. (2009). La docencia universitaria y las tecnologías web 2.0 renovación e innovación en el Espacio Europeo. Sevilla: Mergablum.
• Castañeda Quintero, L. (2010).
Aprendizaje con redes sociales: tejidos
educativos para los nuevos entornos
. Alcalá de Guadaira, Sevilla: MAD.
• CASTELLS, M. (1997). La era de la información. Economía, Sociedad y Cultura. La sociedad Red (vol. 1). Madrid: Alianza Editorial.
•
Díaz de Prado, F. y Cervera, D. (2010).
Tecnología: complementos de
formación disciplinar
. Madrid-Barcelona: MEC- Ed. Graó.
• DOMÍNGUEZ, G, TORRES, L. Mª y LÓPEZ MENESES, E. (Coords). (2010). Aprendizaje con Wikis. Usos didácticos y casos prácticos. Sevilla: Eduforma.
• Gallego, D. J. y Gatica, N. (Coords.). (2010).
La pizarra digital.
Alcalá de
Guadaira, Sevilla: MAD.
•
Martínez Sánchez, F., y Prendes Espinosa, M. P.(Coords) (2008).
Nuevas
tecnologías y educación
. Madrid: Pearson.
•
Ruiz Dávila, M., Montero Pascual, E. y Díaz Tejero, B. (2010).
Aprendiendo con videojuegos: jugar es pensar dos veces
. Madrid: Narcea.
• Sánchez Rodríguez, J., Ruíz Palmero, J. y Palomo López, R. (2008).
Enseñanza
con TIC
en el siglo XXI: la escuela 2.0
. Alcalá de Guadaira, Sevilla: MAD.
EXTRA INFORMATION:
IMPARTICIÓN DE LA ASIGNATURA EN SEGUNDA Y SUCESIVAS
MATRÍCULAS:
PCA-27-F-01 Ed.00
Habrá un grupo específico para alumnos que no sean de primera matrícula y un profesor encargado de dicho grupo. En este grupo se realizará un número establecido por la UCV de sesiones de seguimiento y tutorización (6 de 2 horas cada una) en las que se reforzará el trabajo en las competencias que los alumnos del grupo necesiten adquirir para aprobar la asignatura. Estas sesiones se incluyen en el cronograma adjunto en esta guía y se detallan en la descripción de las Unidades Didácticas de la asignatura.
TEMPORAL ORGANIZATION OF LEARNING
(only students of second and following registrations in the subject)
1
1. Informational Society and new technologies.
1/2
2 2. Available ICT’s means and tools. 1/2
3 3. New channels, new languages.
1/2
4 4. Using multimedia resources and telematic means. 1
5
5. Design and evaluation of Teaching-Learning process through
Home-Learning and Blended-Learning. 1
6
6. Design and evaluation of Teaching-Learning process through
E-Learning. 1
7
7. Massive Open Courses: towards democratization of high
standards education access. 1/2
8
8. ICT’s application for educating in non-accessible contexts: towards democratization of education in social exclusion and international aid contexts.
1