2025
Information and Communication Technologies in Education
Name: Information and Communication Technologies in Education
Code: PED02475L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
Information and Communication Technologies in Education.
Sustainable Development Goals
Learning Goals
1.Using a scientific knowledge base to support the use of ICT in education
1.1.Recognizing the reasons for the edu. use of technology ;
1.2.Understanding theories of learning and relate them to the use of ICT;
1.3.Understanding concepts and models of digital literacy
2.Designing projects.
2.1.Defining curricular structure
2.2. Selecting and evaluating technology-based learning materials.
2.3.Planning the learning experiences and activities using ICT
2.4.Identifying the methods of educational work for the adoption of appropriate technologies and digital resources;
2.5.Recognizing the importance of safety and ethics in the educational use of ICT;
2.6.Identify the benefits and limitations of participation in learning communities and social networks in education
3.Evaluation of software and educational digital resources
4.Identifying and selecting of digital resources for children with disabilities
5.Demonstrate knowledge and mastery in the use of educational computer tools.
1.1.Recognizing the reasons for the edu. use of technology ;
1.2.Understanding theories of learning and relate them to the use of ICT;
1.3.Understanding concepts and models of digital literacy
2.Designing projects.
2.1.Defining curricular structure
2.2. Selecting and evaluating technology-based learning materials.
2.3.Planning the learning experiences and activities using ICT
2.4.Identifying the methods of educational work for the adoption of appropriate technologies and digital resources;
2.5.Recognizing the importance of safety and ethics in the educational use of ICT;
2.6.Identify the benefits and limitations of participation in learning communities and social networks in education
3.Evaluation of software and educational digital resources
4.Identifying and selecting of digital resources for children with disabilities
5.Demonstrate knowledge and mastery in the use of educational computer tools.
Contents
1.Rationale for the use of Technology in Education
a. Reasons for using technology in education
b. Learning and Technology
c. Digital literacy: concepts and models
2.Design and planning programs and projects in the field of digital literacy
a. Curricular structure of programs and projects
b. Selection and evaluation of technologies and digital resources
c. Planning tools: teaching guides and lesson plans .
d. Methodologies of educational work: ICT and project work, and methods of collaborative work.
e. Tools, resources and environments to support the assessment of student learning (digital portfolios).
f. Safety, ethics and protection of children and young people in using ICT
g. Social networks and community learning: the new social challenges
3.Evaluation of digital educational resources
a. Types of software and educational resources.
b. Selection and evaluation of digital educational resources, concepts, tools and criteria
4.Special educational needs and ICT
a. Reasons for using technology in education
b. Learning and Technology
c. Digital literacy: concepts and models
2.Design and planning programs and projects in the field of digital literacy
a. Curricular structure of programs and projects
b. Selection and evaluation of technologies and digital resources
c. Planning tools: teaching guides and lesson plans .
d. Methodologies of educational work: ICT and project work, and methods of collaborative work.
e. Tools, resources and environments to support the assessment of student learning (digital portfolios).
f. Safety, ethics and protection of children and young people in using ICT
g. Social networks and community learning: the new social challenges
3.Evaluation of digital educational resources
a. Types of software and educational resources.
b. Selection and evaluation of digital educational resources, concepts, tools and criteria
4.Special educational needs and ICT
Teaching Methods
The course unit adopts a socio-constructivist approach, implemented through active learning methodologies and a dialogic approach to learning (Circular No. 10/2023), appropriate for an introductory course unit attended by students from diverse academic backgrounds.
The teaching and learning process is organised around a phased, group-based applied project on the use of digital technologies, including Artificial Intelligence (AI), in professional contexts related to the students' fields of study. This approach values the diversity of students' backgrounds and experiences as a learning opportunity, fostering the critical analysis of contexts, problems and solutions, as well as the justification of technological and pedagogical choices.
The contact hours combine short lectures, the analysis of case studies and scenarios, workshops for the exploration and critical evaluation of digital technologies, guided discussions and student presentations. An initial diagnostic activity is used to identify students' profiles and practices, informing the planning of learning activities. Given the participatory and collaborative nature of the course unit, the adopted methodology presupposes regular attendance (Article 105 of the University of Évora Academic Regulations).
Independent study (95 hours) is distributed across the different stages of the project and includes literature searching, critical reading, the exploration of digital technologies, preparation of learning activities, project development and the production of the required outputs. Throughout the semester, formative review opportunities are provided, with feedback from both the lecturer and peers, enabling students to revise and improve their work, while promoting reflection and self-regulation of learning.
The use of Artificial Intelligence tools is intentionally integrated into the teaching and learning process of the course unit and is encouraged in learning activities and continuous assessment components. Their use also takes into account the principles and guidelines of the Institutional Policy for the Use of Artificial Intelligence in Teaching, Learning and Assessment (Order No. 34/2026), which is presented and discussed during the first class, providing a framework for the development of critical, ethical, transparent and pedagogically informed practices in the use of these technologies.
The teaching and learning process is organised around a phased, group-based applied project on the use of digital technologies, including Artificial Intelligence (AI), in professional contexts related to the students' fields of study. This approach values the diversity of students' backgrounds and experiences as a learning opportunity, fostering the critical analysis of contexts, problems and solutions, as well as the justification of technological and pedagogical choices.
The contact hours combine short lectures, the analysis of case studies and scenarios, workshops for the exploration and critical evaluation of digital technologies, guided discussions and student presentations. An initial diagnostic activity is used to identify students' profiles and practices, informing the planning of learning activities. Given the participatory and collaborative nature of the course unit, the adopted methodology presupposes regular attendance (Article 105 of the University of Évora Academic Regulations).
Independent study (95 hours) is distributed across the different stages of the project and includes literature searching, critical reading, the exploration of digital technologies, preparation of learning activities, project development and the production of the required outputs. Throughout the semester, formative review opportunities are provided, with feedback from both the lecturer and peers, enabling students to revise and improve their work, while promoting reflection and self-regulation of learning.
The use of Artificial Intelligence tools is intentionally integrated into the teaching and learning process of the course unit and is encouraged in learning activities and continuous assessment components. Their use also takes into account the principles and guidelines of the Institutional Policy for the Use of Artificial Intelligence in Teaching, Learning and Assessment (Order No. 34/2026), which is presented and discussed during the first class, providing a framework for the development of critical, ethical, transparent and pedagogically informed practices in the use of these technologies.
Assessment
I. Continuous assessment
Continuous assessment is based on individual and group activities carried out throughout the semester, promoting the application of knowledge, critical reflection and the integration of learning, with formative feedback provided at different stages of the process.
The final mark is calculated on the basis of the following assessment components:
A) Group project (60%) - design and development of an applied project on the impact of digital technologies and Artificial Intelligence (AI) in professional contexts related to the students' field of study.
B) Individual critical reflection (40%) - preparation of a well-founded critical reflection on the learning achieved in the course unit, supported by evidence drawn from the work developed throughout the semester.
Where considered necessary to verify the extent to which a student has achieved the knowledge and competences defined for the course unit, the teaching team may require the student to undertake an oral examination, in accordance with paragraph 13 of Article 110 of the Academic Regulations of the University of Évora. The conditions set out in paragraph 4 of Article 116 and paragraph 1 of Article 118 of the same Regulations shall apply. The oral examination will account for 30% of the final mark for the course unit. Whenever an oral examination is held, the assessment components defined above will be adjusted accordingly to incorporate the 30% weighting of the oral examination in the calculation of the final mark.
II. Final assessment
Final assessment consists of a theoretical-practical examination covering the intended learning outcomes and syllabus of the course unit and accounts for 100% of the final mark.
The calculation of marks for the normal, resit, special and extraordinary assessment periods shall comply with the provisions of Articles 110 and 111 of the Academic Regulations of the University of Évora.
Continuous assessment is based on individual and group activities carried out throughout the semester, promoting the application of knowledge, critical reflection and the integration of learning, with formative feedback provided at different stages of the process.
The final mark is calculated on the basis of the following assessment components:
A) Group project (60%) - design and development of an applied project on the impact of digital technologies and Artificial Intelligence (AI) in professional contexts related to the students' field of study.
B) Individual critical reflection (40%) - preparation of a well-founded critical reflection on the learning achieved in the course unit, supported by evidence drawn from the work developed throughout the semester.
Where considered necessary to verify the extent to which a student has achieved the knowledge and competences defined for the course unit, the teaching team may require the student to undertake an oral examination, in accordance with paragraph 13 of Article 110 of the Academic Regulations of the University of Évora. The conditions set out in paragraph 4 of Article 116 and paragraph 1 of Article 118 of the same Regulations shall apply. The oral examination will account for 30% of the final mark for the course unit. Whenever an oral examination is held, the assessment components defined above will be adjusted accordingly to incorporate the 30% weighting of the oral examination in the calculation of the final mark.
II. Final assessment
Final assessment consists of a theoretical-practical examination covering the intended learning outcomes and syllabus of the course unit and accounts for 100% of the final mark.
The calculation of marks for the normal, resit, special and extraordinary assessment periods shall comply with the provisions of Articles 110 and 111 of the Academic Regulations of the University of Évora.
Teaching Staff
Accreditations and Certifications
