Recommended Prior Knowledge

-

Objectives

Identify and understand the main conclusions of research into the role of Digital Technologies (DT) in in the first years of school.
Understand the need to use appropriate methodologies to utilise DT in student learning activities in the different curricular areas of the first
years of education.
Know different perspectives on the use of DT in ECE and early years education and how they fit in with different pedagogical options.
Design, plan and critically analyse proposals for the use of DT in a curricular context.

Teaching Methods

The sessions will take place in a computer lab. Emphasis will be placed on group work to promote collaborative learning through active methodologies, utilizing digital technologies (DT).

Research papers in this field, as well as guiding documents, will be analyzed in small groups and discussed in large groups.

Students will explore resources related to programming and computational thinking and will present a proposal for the use of digital tools in the context of elementary or middle school, which may contribute to the Laboratory for Pedagogical Creation and Experimentation.

An LMS (Learning Management System) platform will be used to support all activities.

Internship(s)

Não

Syllabus

• Use and construction of digital portfolios;
• Analysing guidance documents on the use of digital technologies at these levels of education;
• The role of Information and Communication Technologies in pre-school and primary education;
• Internet-based educational activities;
• Programming and computational thinking in the early years of education.

Content Explanation

Students will use Internet tools to create digital portfolios where they will critically reflect on the content presented in the sessions, leading
them to reflect on the main research findings regarding appropriate methodologies for using DT in the early years of education and the role
they can play in the professional development of teachers and educators.
At a later stage, the students will build and share proposals for the educational use of DT, aimed at the various curricular areas of the first
years of schooling, with the aim of acquiring skills related to the critical development of this type of activity. These activities will favour the
use of active methodologies, using DT, as well as the development of computational thinking, namely through programming in a language
adapted to younger students.

Methodology Explanation

Research-related learning should be developed from reading and discussing selected articles. Some of the discussions will be face-to-face,
others will take place based on work proposals, with the support of the collaborative platform. In this way, it is sought that students discuss
learning experiences in Pre-School Education and in the 1st Cycle originating in educational practice and research. In the Practical
Laboratory classes, they will have the opportunity to use educational technological tools (hardware and software) that allow them to learn
about some of the products they can use with students.

Responsible Lecturer(s)

João Vítor Torres - 1.º Semester

Bibliography

GE. (2018). Orientações Curriculares para Tecnologias de Informação e Comunicação. Direçao Geral de Educação.
Figueiredo, M., & Torres, J. (2015). Iniciação à Programação no 1.o Ciclo do Ensino Básico—Linhas Orientadoras. DGE.
Pedro, A., Matos, J. F., Piedade, J., & Dorotea, N. (sem data). Probótica—Programação e Robótiva no Ensino Básico—Linhas
orientadoras. DGE.
Pinheiro, M., Albuquerque, C., Moreira, F., Torres, J. V., & Sousa, J. M. (2023). Pensamento Computacional na Educação: Que sentido faz
e que competências promove? Em Matemática com vida: Diferentes olhares sobre o Pensamento Computacional (pp. 9–26). Universidade
de Aveiro.
Resnick, M. (2021). Jardim de infância para a vida toda: Por uma aprendizagem criativa, mão na massa e relevante para todos. Penso.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.