School,Community and ICT

The proposed objectives are an orientation guide to the teaching and learning process. Throughout this process there may be other unintended results, but equally valuable, which should be taken into account and complement this guide.

We propose that by the end of the course students will:

- Understand the potential for integration of ICT in school, as a result of an analysis of its current functions, of the organization that prevails, of its curriculum and the cultural, social and economic conditions that these technologies impose. As well as the needs of transformation in the institution that this integration would entail.

- Build a theoretical framework to understand decision-making on ICT in the teaching and learning processes.

- Develop a critical attitude towards everyday use and practice of information technology and communication, as well as towards the training effect they produce especially all social media, understanding the need for an expanded literacy to various forms of discourse (iconic, audiovisual, information technology).

- Develop skills to analyze practice itself (such as learners and as teachers in training), recognizing the value of theory as an illuminator element, incorporating in the analysis beliefs, attitudes and prejudices regarding ICTs and their potential for integration in school.

- Develop skills for group work, through the comparison of frames of reference, in a cooperative effort that integrates the contributions of peers in their own conceptual structures.

I. INFORMATION AND COMMUNICATION TECHNOLOGIES: CONCEPTUAL FRAMEWORK

1.1. Information and knowledge society as global framework.

1.2. Social and educational impact of technology: from ICT to Learning and Knowledge Technologies.


II. ICT IN PRIMARY SCHOOL

2.1. ICT in primary school. School ICT Plan. School organization and the role of teachers in the knowledge society.

2.2. Digital Competence and Multiple Literacies. Design of proposals for development.

2.3. Virtual Learning Environments. Uses and applications.

2.4. Design of teaching approaches with educational software.


III. AUDIOVISUAL COMMUNICATION, EDUCATIONAL SOFTWARE AND MASS MEDIA

3.1. Mass Media and the influence of the screens: from Twitter to educational apps.

3.2. Social Web and Primary School. Possibilities of use of social networks.

BASIC BIBLIOGRAPHY

Area, M. & Adell, J. (2021). Tecnologías Digitales y Cambio Educativo. Una Aproximación Crítica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 83-96. https://doi.org/10.15366/reice2021.19.4.005

Ministerio de Educación y Formación Profesional (n. f.). Competencias clave. https://educagob.educacionyfp.gob.es/va/curriculo/curriculo-lomloe/menu…

Sancho Gil, J. M. (2019). De la tecnología para aplicar a la tecnología para pensar: implicaciones para la docencia y la investigación. RELATEC: Revista Latinoamericana de Tecnología Educativa, 18(1), 9-22. http://hdl.handle.net/10662/9703



COMPLEMENTARY BIBLIOGRAPHY

Alonso, M. & Matilla, L. (1990). Imágenes en acción. Akal.

Area, M. (2017). La metamorfosis digital del material didáctico tras el paréntesis Gutenberg. Revista Latinoamericana de Tecnología Educativa, 16(2), 13-28. https://relatec.unex.es/article/view/3083/2113

Area, M. (2019). Guía para la producción y uso de materiales didácticos digitales. Universidad de La Laguna. https://bit.ly/2y3UXcr

Cassany, D. & Ayala, G. (2008). Nativos e inmigrantes digitales en la escuela, Participación educativa. Revista cuatrimestral del Consejo Escolar del Estado, (9), 53-71. https://sede.educacion.gob.es/publiventa/detalle.action?cod=14202

Cid Fernández, X. M. & Rodríguez Rodríguez, J. (Coords.) (2007). A fenda dixital e as súas implicacións educativas. Nova Escola Galega.

Espuny, C; Gisbert M.; Coiduras J. & González Martínez, J. (2012). El coordinador TIC en los centros educativos: funciones para la dinamización e incorporación didáctica de las TIC en las actividades de aprendizaje. Píxel-Bit. Revista de Medios y Educación, (41), 7-18. http://acdc.sav.us.es/pixelbit/images/stories/p41/01.pdf

Fernández Enguita, M. (2013). Aquí no hay química. La difícil relación del profesorado con la tecnología. Panorama Social, (18), 145-157. http://www.funcas.es/publicaciones/viewarticulo_PDF.aspx?IdArt=21255

Marquès, P. (2006). La pizarra digital en el aula de clase. Editorial Edebé.

Montero, L. & Gewerc, A. (coords.). (2013). Una Historia, cuatro Historias. Acompañar proyectos de innovación con las TIC. Graó.

Moreno León, J. (2014). ¿Qué es el pensamiento computacional? Programamos. http://programamos.es/que-es-el-pensamiento-computacional/

Postman, N. (1994). Tecnópolis. La rendición de la cultura a la tecnología. Círculo de Lectores.

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, October, 9(5). Lincoln: NCB University Press. http://www.marcprensky.com /writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Revista Galega de Educación (2007). Monographic issue “Competencia dixital e ferramentas TIC”, (38), may. http://www.nova-escola-galega.org/almacen/documentos/RGE%2038%20contido…

Sancho Gil, J. M. (2019). De la tecnología para aplicar a la tecnología para pensar: implicaciones para la docencia y la investigación. RELATEC: Revista Latinoamericana de Tecnología Educativa, 18(1), 9-22. https://relatec.unex.es/article/view/3392/2340

Xunta de Galicia (2018). Repositorio de recursos educativos do Espazo Abalar. https://recursos.edu.xunta.gal/

GENERAL

G2: Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and staff of the centre.
G8: Maintain a critical and autonomous relationship with respect to knowledge, values and public and private social institutions.
G10: Reflect on classroom practices to innovate and improve teaching work. Acquire habits and skills for cooperative and autonomous learning and promote this in students.
G11: Know and apply information and communication technologies in the classroom. Selectively distinguish audiovisual information that contributes to learning, civic formation and cultural richness.
G12: Understand the function, the possibilities and the limits of education in today's society and the fundamental abilities which affect primary education schools and their staff. Know quality improvement models applicable to educational centres.


SPECIFIC

E20: Show social skills to understand families and be understood by them.
E22: Link education with environment, and cooperate with families and community.
E.23: Analyze and incorporate in a critical way the most relevant issues of contemporary society that affect the family and school education: social and educational impact of audiovisual languages and screens, gender relations and intergenerational changes, multiculturalism and interculturalism, discrimination and social inclusion and sustainable development.


BASIC

B1: That students have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study.
B2: That students can apply their knowledge and understanding to their work or vocation in a professional manner and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study
B3: That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues.
B4: That students can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
B5: That students have developed those learning skills that are necessary for them to undertake further study with a high degree of autonomy.


TRANSVERSAL

T3: Instrumental knowledge of information and communication technologies.
T4: Information competence.

The subject has a theoretical and practical nature which must train students to understand, critically, the impact of ICTs on today’s society and the implications for education and teaching work in primary schools.

In order to develop the competences that students should acquire, it is proposed:

- The combination of individual and group experiences, both in face to face way in the classroom with the whole class group, and in smaller groups in the audiovisual and computer media classroom; and also in a non-face to face way (synchronous and asynchronous), through activities that involve the analysis and use of different ICT resources.

- The combination of classroom and on-line teaching (using the Virtual Campus of the USC and, where appropriate, other possible virtual teaching and learning environments and/or social networks).

- The realization of a basic electronic portfolio in Blog format during the work on the subject, in which the students will collect the work done and the reflections of their learning process.

- Experiences will be proposed in the interactive classes that take as reference the infrastructures of the Primary Education centers. Specifically, the Moodle platform will be addressed as a virtual environment for teaching and learning in which to develop proposals for work in primary classrooms. Likewise, the Microsoft Teams platform will be used, to which the students have access through their institutional RAI account.

- Complementary to the practical proposals of the subject, work experiences will be proposed with Logo programming software and its most recent adaptations in free software (Squeak-Etoys and Scratch) and others like MinecraftEdu, as well as the analysis and development of proposals in other specific platforms for the educational robotics and computational thinking.

The evaluation of the subject will be carried out through procedures based on formative continuous evaluation. For this, participation in the set of activities carried out in the semester will be assessed, without a final test.
In order to get a positive assessment in the subject it will be necessary to have carried out on time ALL the assessment activities and tasks specified as well as passing all of them.

The weighting of the activities and tasks in relation to the final grade is as follows (both for the 1st and the 2nd opportunity, as well as for students with exemption from teaching):

- Activity "Comentario TIC " (individual, delivery in virtual classroom): 30%
- Activity "Deseño de material dixital" (in group, maximum 3 people; delivery in virtual classroom and oral presentation in classroom 31): 40%
- CLE sessions work: 10%
- CLIL tasks (delivery in virtual classroom): 20%

The students who do not attend (eg, due to a duly justified health problem), should contact (via phone or email) and / or meet with the teacher of the subject and establish an individual work plan. The aim of this plan is to keep pace with the theoretical and practical classes and perform individually tasks and activities proposed in the virtual classroom (from which also virtual mentoring will be provided).

Individual or group works must be original. For assessment purposes, the same work can not be used for several subjects, except for those activities scheduled in a coordinated form.

The handing in of a copied work could mean failing the subject and the student has to re-sit in the following session. In cases of fraudulent performance of exercises or tests, what is included in the Regulations for evaluating student performance and reviewing qualifications will apply.

LARGE GROUP ACTIVITIES

Attendance activities:
- Introduction to the subject
- Theme Exhibitions
- Discussion / large group forums
Total: 15 hours

Autonomous activities:
- Reading and document analysis
- Study
- Work project
- Drawing conclusions in attendance classes
Total: 35 h.


MEDIUM GROUP ACTIVITIES

Attendance activities:
- Practical use of audiovisual, information technology and virtual media
- Student work exposition.
- Report and comment elaboration
- Participation in virtual forums
- Evaluation of ICT resources
- Design of ICT resources for primary education
- Work project
Total: 30 h.

Autonomous activities:
- Reading and analyzing documents
- Preparation of work exposition
- Making ICT practical management exercises
- Report elaboration
- Preparation and elaboration of forum contribution
- Review of existing ICT resources
- Design ICT resources
- Bibliographic searches
Total: 45 h.


ACTIVITIES IN SMALL GROUP OR INDIVIDUALLY

Attendance activities:
- Document commentary
- Question formulation
- Task review
Total: 5 h.

Autonomous activities:
- Reading and analyzing documents
- Task review
- Re-elaboration of activities after feedback
- Blog design as a work tool
Total: 20 h.

Total attendance hours: 50
Total hours of personal work: 100

- Having carried out the accreditation of the domain of transversal competences in ICT recognized at USC and that can be credited as free elective credits.

- Attendance to theoretical and practical classes.

- Self-discipline and consistency in access and work in the virtual campus.

- Keep up to date the requested assignments.

Evaluation
The evaluation of the subject will be carried out through procedures based on formative continuous evaluation. For this, participation in the set of activities carried out in the semester will be assessed, without a final test.

Tutoring
The tutorials can be carried out both in person and virtually, provided that the time and date are arranged in advance (by email) within the established hours.

ENVIRONMENTAL RESPONSIBILITY
The following instructions must be taken into account regarding personal or group works in physical format:

- Avoid plastic covers or other unnecessary external packaging.
- Whenever possible, use staples instead of other binding system.
- Print on both Sides using any kind of "ink saving" mode.
- Do not use blank pages as separator chapters or parts.
- Avoid attachments with no direct reference to the topics covered.


EMPLOYMENT OF EMAIL
For any academic communication, the use of the institutional email account (rai.usc.es) will be mandatory.


USE OF MOBILE IN THE CLASSROOM
The use of mobile phones in the classroom is restricted to their use as a work tool, following the instructions given by the teacher, and the students are held responsible for the legal and academic consequences that may arise from unsuitable employment.


GENDER PERSPECTIVE
In accordance with criteria of gender equality in the university environment, it is recommended to use non-sexist language, both in the daily work of the classroom and in the academic work. Information can be obtained on the link:
http://www.usc.es/export/sites/default/gl/servizos/oix/descargas/lingua…


OTHERS

Mandatory use of institutional technological tools: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized as institutional tools by the university (Lifesize, etc.).

It should be taken into account that teaching-learning (classes / tutorials) is a private process, that is, it is a process of communication and exchange between the teacher and the students enrolled in the subject.

Mandatory compliance with data protection regulations: https://www.usc.es/gl/politica-privacidade-proteccion-datos