2025
Digital Technologies in Education
Name: Digital Technologies in Education
Code: PED13942M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Presentation
Taking in consideration the ongoing digital transformation, it is assumed that the mission of education is to contribute to the understanding of emergent digital worlds as well as to create the right contexts for the learning of children and young people to develop naturally (according Seymour Paper
Sustainable Development Goals
Learning Goals
LO1. Analyse and understand the relationships between curriculum and technologies, exploring them from a broad perspective of pedagogical innovation in the context of 21st-century educational challenges.
LO2. Reflect critically on the expected digital competencies for educators to enhance and innovate education.
LO3. Recognise the foundations supporting the development of innovative pedagogical practices with technologies, applying them in the creation of activities, and pedagogical resources favouring meaningful learning.
LO4. Identify, select, and use emerging services and technologies thoughtfully and reflectively to create and maintain a Personal Learning Environment (PLE).
LO2. Reflect critically on the expected digital competencies for educators to enhance and innovate education.
LO3. Recognise the foundations supporting the development of innovative pedagogical practices with technologies, applying them in the creation of activities, and pedagogical resources favouring meaningful learning.
LO4. Identify, select, and use emerging services and technologies thoughtfully and reflectively to create and maintain a Personal Learning Environment (PLE).
Contents
M1. Curriculum, Technologies, and Innovation in Education.
1.1. Key concepts and theories.
1.2. Models for curricular integration of technologies.
M2. Technologies and Digital Competencies.
2.1. Teacher competencies in the digital era.
2.2. Functions and implications of digital competency frameworks for pedagogical practices.
M3. Innovative Pedagogical Practices with Digital Technologies.
3.1. Thinking curricularly and acting didactically with technologies.
3.2. Design and evaluation of activities based on the "Learning with Technologies" philosophy.
M4. Personal Learning Environments (PLE) and Emerging Technologies.
4.1. Fundamentals and characteristics of PLE.
4.2. Emerging technologies and implications for teaching professionalism.
1.1. Key concepts and theories.
1.2. Models for curricular integration of technologies.
M2. Technologies and Digital Competencies.
2.1. Teacher competencies in the digital era.
2.2. Functions and implications of digital competency frameworks for pedagogical practices.
M3. Innovative Pedagogical Practices with Digital Technologies.
3.1. Thinking curricularly and acting didactically with technologies.
3.2. Design and evaluation of activities based on the "Learning with Technologies" philosophy.
M4. Personal Learning Environments (PLE) and Emerging Technologies.
4.1. Fundamentals and characteristics of PLE.
4.2. Emerging technologies and implications for teaching professionalism.
Teaching Methods
To support knowledge construction in this course unit, a socio-constructivist approach was chosen using methodologies that sought to promote dynamic, interactive, and collaborative learning processes. Aligned with UÉ's pedagogical policy, the focus is on learner-centred teaching, disciplinary and transversal skills development, the integration of teaching and research, and the use of digital resources, both as tools to promote learning and for communication and flexibility management. The Personal Learning Environment (PLE) plays a crucial role, as it offers students a space where they can organise and manage learning resources according to their individual needs. Furthermore, constant interaction with peers, teachers, and research practices allows the development of a culture of collaboration and knowledge sharing, which also contributes to strengthening the relationship between students and the academic community.
Assessment
I. Continuous Assessment Regime
The assessment took place throughout the period, with the issuance of constructive feedback on activities to be carried out at various times. The final grade calculation considers the following components: (A) Proposal for an Activity with Technologies, to be carried out in groups (50% of the final grade); (B) Regular development of a Personal Learning Environment (30% of the final grade); and (C) Individual Critical Reflection on learning carried out at the curricular unit, to be conducted during the final evaluation period (20% of the final grade).
II. Final Assessment Regime
Assessment is based on the preparation of an individuals written assignment, with an oral discussion thereof, to be carried out during the assessment period defined in the academic calendar. The classification obtained in the assignment has a weighting of 100% in the final grade.
The assessment took place throughout the period, with the issuance of constructive feedback on activities to be carried out at various times. The final grade calculation considers the following components: (A) Proposal for an Activity with Technologies, to be carried out in groups (50% of the final grade); (B) Regular development of a Personal Learning Environment (30% of the final grade); and (C) Individual Critical Reflection on learning carried out at the curricular unit, to be conducted during the final evaluation period (20% of the final grade).
II. Final Assessment Regime
Assessment is based on the preparation of an individuals written assignment, with an oral discussion thereof, to be carried out during the assessment period defined in the academic calendar. The classification obtained in the assignment has a weighting of 100% in the final grade.
Teaching Staff
- Elisabete Maria Carvalho Gerardo Pires da Cruz [responsible]
Certificações
