2025
Pedagogical Innovation with Digital Technologies
Name: Pedagogical Innovation with Digital Technologies
Code: PED15884M
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
O1. Critically discuss the foundations and dimensions of pedagogical innovation with digital technologies, recognizing their transformative potential and the factors that influence them in educational contexts.
O2. Analyze innovative pedagogical approaches with digital technologies, based on scientific evidence, relevant educational projects, and emerging pedagogical models.
O3. Select and justify the use of digital technologies as cognitive tools, evaluating formal and informal learning environments based on criteria of usability, accessibility, inclusion, and ethics
O4. Design innovative pedagogical proposals with digital technologies, integrating lesson planning, critical evaluation of tools, and principles of learning with technologies.
O2. Analyze innovative pedagogical approaches with digital technologies, based on scientific evidence, relevant educational projects, and emerging pedagogical models.
O3. Select and justify the use of digital technologies as cognitive tools, evaluating formal and informal learning environments based on criteria of usability, accessibility, inclusion, and ethics
O4. Design innovative pedagogical proposals with digital technologies, integrating lesson planning, critical evaluation of tools, and principles of learning with technologies.
Contents
1.Foundations and perspectives of pedagogical innovation with digital technologies (DT)
Concepts and dimensions of pedagogical innovation in schools
The role of DT in transforming pedagogical practices
Factors influencing pedagogical innovation
2. Innovative pedagogical approaches with dt
Research and empirical evidence on pedagogical innovation with DT
Initiatives and projects of pedagogical innovation with DT
Pedagogical models enhanced by DT
3. DT as cognitive tools and learning environments
Digital tools for building critical thinking
Formal and informal digital learning environments
Usability, accessibility, inclusion, and ethics in the educational use of DT
4. Designing innovative pedagogical proposals with dt
Planning pedagogical practices with technology
Analysis and evaluation of digital tools using pedagogical, technical, and ethical criteria
Designing innovative didactic proposals, considering "learning with technologies" principles
Concepts and dimensions of pedagogical innovation in schools
The role of DT in transforming pedagogical practices
Factors influencing pedagogical innovation
2. Innovative pedagogical approaches with dt
Research and empirical evidence on pedagogical innovation with DT
Initiatives and projects of pedagogical innovation with DT
Pedagogical models enhanced by DT
3. DT as cognitive tools and learning environments
Digital tools for building critical thinking
Formal and informal digital learning environments
Usability, accessibility, inclusion, and ethics in the educational use of DT
4. Designing innovative pedagogical proposals with dt
Planning pedagogical practices with technology
Analysis and evaluation of digital tools using pedagogical, technical, and ethical criteria
Designing innovative didactic proposals, considering "learning with technologies" principles
Teaching Methods
In line with the Pedagogical Policy of the University of Évora and supported by a socio-constructivist approach, the methodologies of the curricular unit promote active student participation in knowledge construction, combining face-to-face moments with distance activities, both synchronous and asynchronous. In face-to-face sessions (33h), active learning is emphasized through methods such as flipped learning, project-based and problem-based learning, collaborative work, critical analysis of literature and educational scenarios, as well as practical exercises and presentations. Synchronous distance sessions (6h) are dedicated to guided debates, group tutoring, sharing of proposals, and sessions with guest experts, promoting real-time interaction. Asynchronous activities (6h), conducted in the LMS environment, include discussion forums, exploration of multimedia resources, practical tasks, and individual reflections, allowing for concept deepening and consolidation of learning.
Assessment
I. Continuous Assessment System
Assessment takes place throughout the entire teaching period on a continuous basis, through the completion of various tasks, both individually and in groups. The final grade will be determined based on the following components:
A. Learning Checkpoint (Quiz) ? 30%
B. Group Work (Activity Proposal with Technologies) ? 40%
C. Participation and Engagement (Class Flashback) ? 30%
II. Final Assessment System
The assessment consists of a written exam, to be conducted during the evaluation period defined in the academic calendar. The grade obtained in the written exam will account for 100% of the final grade.
Assessment takes place throughout the entire teaching period on a continuous basis, through the completion of various tasks, both individually and in groups. The final grade will be determined based on the following components:
A. Learning Checkpoint (Quiz) ? 30%
B. Group Work (Activity Proposal with Technologies) ? 40%
C. Participation and Engagement (Class Flashback) ? 30%
II. Final Assessment System
The assessment consists of a written exam, to be conducted during the evaluation period defined in the academic calendar. The grade obtained in the written exam will account for 100% of the final grade.
Teaching Staff
Certificações
