2025
Information and Communication Technology in Educational Contexts
Name: Information and Communication Technology in Educational Contexts
Code: PED13930M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
The curricular unit aims to provide students with knowledge and skills
related to the use of ICT in educational contexts.
Learning outcomes
It is capable of sustaining an updated, critical and well-founded view regarding the role of ICT in contexts
educational, formal and informal.
It is able to analyze the social and educational implications of the network society.
Is able to design programs and interventions using ICTs to be implemented in
formal and non-formal education contexts.
Skills
Selects and uses the appropriate tools and applications to support academic writing processes,
organization, productivity and project management in educational activities.
Plans actions, projects, experiences and activities for education and social development using resources
the tools and environments covered in the course.
Produces multimedia resources, according to the principles of correct use in contexts
educational.
related to the use of ICT in educational contexts.
Learning outcomes
It is capable of sustaining an updated, critical and well-founded view regarding the role of ICT in contexts
educational, formal and informal.
It is able to analyze the social and educational implications of the network society.
Is able to design programs and interventions using ICTs to be implemented in
formal and non-formal education contexts.
Skills
Selects and uses the appropriate tools and applications to support academic writing processes,
organization, productivity and project management in educational activities.
Plans actions, projects, experiences and activities for education and social development using resources
the tools and environments covered in the course.
Produces multimedia resources, according to the principles of correct use in contexts
educational.
Contents
1. ICT and Education in 21-st century: current trends and emergent technologies.
2. A networked society: social networking and new forms of sociability.
3. Digital platforms and environments for formal and non-formal educational contexts.
4. Educational programmes and project management through the use of ICT
5. Safety, protection and ethical issues in using ICT in educational contexts.
2. A networked society: social networking and new forms of sociability.
3. Digital platforms and environments for formal and non-formal educational contexts.
4. Educational programmes and project management through the use of ICT
5. Safety, protection and ethical issues in using ICT in educational contexts.
Teaching Methods
The curricular unit, of a theoretical-practical nature, is organised according to a student-centred approach, in line with the Institutional Pedagogical Policy of the University of Évora (Circular No. 10/2023). The sessions combine the critical analysis of foundations, trends, frameworks and guidelines with the development of authentic tasks that promote understanding of the role of digital technologies and artificial intelligence in professional practice in education.
Active learning methodologies are prioritised, namely project-based learning, inquiry-based learning, collaborative work, guided discussion, critical analysis, peer review and formative feedback. Within these activities, students design and develop structured processes for collecting and analysing information on the use of technologies in educational contexts, giving preference, whenever possible, to engaging with education professionals holding leadership, supervision or management roles, and communicating the knowledge developed through well-founded digital products or artefacts.
Independent study includes searching for, reading and analysing scientific literature, preparing learning activities, processing information, developing the required outputs, and engaging in critical reflection, in conjunction with face-to-face sessions and in accordance with the workload associated with the 6 ECTS credits.
Moodle serves as the curricular unit?s digital learning environment, providing access to learning resources, support for questions, and assignment submission.
Artificial intelligence is addressed both as an object of critical analysis and as a tool to support academic work. It may be used for searching, organising and processing information, as well as for the production of coursework, in accordance with University of Évora Order No. 34/2026. Its use requires human validation, disclosure of the tool and its intended purpose, and, where applicable, appropriate referencing, in accordance with the institutional guidelines and the University of Évora Code of Ethics.
Active learning methodologies are prioritised, namely project-based learning, inquiry-based learning, collaborative work, guided discussion, critical analysis, peer review and formative feedback. Within these activities, students design and develop structured processes for collecting and analysing information on the use of technologies in educational contexts, giving preference, whenever possible, to engaging with education professionals holding leadership, supervision or management roles, and communicating the knowledge developed through well-founded digital products or artefacts.
Independent study includes searching for, reading and analysing scientific literature, preparing learning activities, processing information, developing the required outputs, and engaging in critical reflection, in conjunction with face-to-face sessions and in accordance with the workload associated with the 6 ECTS credits.
Moodle serves as the curricular unit?s digital learning environment, providing access to learning resources, support for questions, and assignment submission.
Artificial intelligence is addressed both as an object of critical analysis and as a tool to support academic work. It may be used for searching, organising and processing information, as well as for the production of coursework, in accordance with University of Évora Order No. 34/2026. Its use requires human validation, disclosure of the tool and its intended purpose, and, where applicable, appropriate referencing, in accordance with the institutional guidelines and the University of Évora Code of Ethics.
Assessment
Continuous Assessment
Continuous assessment is based on the progressive demonstration of learning, adopting a predominantly formative approach. Assessment activities are developed in stages, with constructive feedback provided by both the lecturer and peers, while the final grade is awarded on the basis of the final versions of the work submitted. Self-assessment and peer assessment are also incorporated as strategies to support self-regulated learning.
The final grade is based on the following assessment components:
A) Group project (50%) ? Development of a project focused on analysing the role of digital technologies in professional practice in education, including the design and implementation of a structured process for collecting, processing and analysing information, as well as the well-founded communication of the knowledge developed.
B) Individual critical reflection (50%) ? A reflective synthesis of the student's learning journey and the learning achieved, supported by evidence from the work carried out throughout the curricular unit.
Component A includes compulsory presentations and discussions of the project.
Final Assessment
The final assessment consists of a theoretical-practical examination held during the period established in the academic calendar and comprises two parts:
Part I ? Learning journal (50%) ? An individual and autonomous record of the student's learning journey, to be submitted via the Moodle platform no later than 48 hours before the date of the final examination.
Part II ? Final examination (50%) ? An on-campus examination held on the date established in the academic calendar.
The use of artificial intelligence tools is not permitted in Part II. In Part I, their use is governed by the same guidelines established for the continuous assessment regime and is permitted as a tool to support academic work, in accordance with University of Évora Order No. 34/2026. Their use requires human validation, disclosure of the tool and its intended purpose, and, where applicable, appropriate referencing, in accordance with the institutional guidelines and the University of Évora Code of Ethics.
Whenever it is considered necessary to verify the extent to which the student has developed the knowledge, skills and competences defined for the curricular unit, the student may be required to undertake an oral examination, in accordance with paragraph 13 of Article 110 of the Academic Regulations of the University of Évora. The oral examination will account for 50% of the final grade for the curricular unit. Where an oral examination is held, the weightings of the remaining assessment components within the relevant assessment regime will be adjusted proportionally.
Continuous assessment is based on the progressive demonstration of learning, adopting a predominantly formative approach. Assessment activities are developed in stages, with constructive feedback provided by both the lecturer and peers, while the final grade is awarded on the basis of the final versions of the work submitted. Self-assessment and peer assessment are also incorporated as strategies to support self-regulated learning.
The final grade is based on the following assessment components:
A) Group project (50%) ? Development of a project focused on analysing the role of digital technologies in professional practice in education, including the design and implementation of a structured process for collecting, processing and analysing information, as well as the well-founded communication of the knowledge developed.
B) Individual critical reflection (50%) ? A reflective synthesis of the student's learning journey and the learning achieved, supported by evidence from the work carried out throughout the curricular unit.
Component A includes compulsory presentations and discussions of the project.
Final Assessment
The final assessment consists of a theoretical-practical examination held during the period established in the academic calendar and comprises two parts:
Part I ? Learning journal (50%) ? An individual and autonomous record of the student's learning journey, to be submitted via the Moodle platform no later than 48 hours before the date of the final examination.
Part II ? Final examination (50%) ? An on-campus examination held on the date established in the academic calendar.
The use of artificial intelligence tools is not permitted in Part II. In Part I, their use is governed by the same guidelines established for the continuous assessment regime and is permitted as a tool to support academic work, in accordance with University of Évora Order No. 34/2026. Their use requires human validation, disclosure of the tool and its intended purpose, and, where applicable, appropriate referencing, in accordance with the institutional guidelines and the University of Évora Code of Ethics.
Whenever it is considered necessary to verify the extent to which the student has developed the knowledge, skills and competences defined for the curricular unit, the student may be required to undertake an oral examination, in accordance with paragraph 13 of Article 110 of the Academic Regulations of the University of Évora. The oral examination will account for 50% of the final grade for the curricular unit. Where an oral examination is held, the weightings of the remaining assessment components within the relevant assessment regime will be adjusted proportionally.
Teaching Staff
- Elisabete Maria Carvalho Gerardo Pires da Cruz [responsible]
Accreditations and Certifications
