FAE999 - Educational Discourses and Processes I : Digital technologies in basic education: international experiences

Turma: U

Sala: 538 (agosto, setembro e outubro)

Data de início: 06/09/2022

Data de término: n/d

N° total de vagas: 15

Tipo: Optativa - PDE*

Carga horária: 30 horas

Vagas para eletivas: Sim

Vagas para isoladas: Sim

Docentes responsáveis

EUCIDIO PIMENTA ARRUDA

Horários

Terça - 08:00 às 12:00

Ementa

Identification and analysis of experiences of countries with digital technologies in basic education (United Kingdom, Israel, Poland, Germany, United States, Australia, Portugal and Mexico) . Understanding of curricular aspects. Training teachers to work with digital technologies. Identification and analysis of infrastructure, workload, methodologies, teacher training and results of pedagogical practices.

Programa

Unity 1

History of experiences with the implementation of digital technologies in basic education in the countries studied

Curriculum and political aspects of implementations

Unit 2

Public policies in education and technologies

Financing and infrastructure

Empirical results

Unit 3

Training of teachers and students

Pedagogical practices

Challenges for implementation

OBSERVAÇÃO: Disciplina será ofertada na lingua inglesa.

Bibliografia

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Barroso, J. (2018). A transversalidade das regulações em educação: modelo de análise para o estudo das políticas educativas em Portugal. Educação & Sociedade, 39, 1075-1097. https://doi.org/10.1590/ES0101-73302018214219

Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2021). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company. Disponível em: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning. Consultado em 16 nov 2021

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OECD. (2021) School education during COVID-19: Were teachers and students ready?. Country Notes. Disponível em: https://www.oecd.org/education/coronavirus-education-country-notes.htm. Consultado em: 18 de novembro de 2021.

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Storte, D., Webb, M., Bottino, R. M., Passey, D., Kalas, I., Bescherer, C., ... & Fuschek, G. (2019). Coding, programming and the changing curriculum for computing in schools.

The England Parliament (2016). Digital skils in schools. Disponível em https://www.publications.parliament.uk/pa/cm201617/cmselect/cmsctech/270/27006.htm . Access in August, 19, 2021

Tiede, J., & Grafe, S. (2019, March). The Integration of Media-Related Studies and Competencies into US and German Initial Teacher Education. A Cross-National Analysis of Contemporary Practices and Trends. In Society for Information Technology & Teacher Education International Conference (pp. 1709-1717). Association for the Advancement of Computing in Education (AACE).

Unesco (2021). Education: from disruption to recovery. Available in https://en.unesco.org/covid19/educationresponse/. Access in August, 19, 2021

Webb, M. E., Bell, T., Davis, N., Katz, Y. J., Fluck, A., Sysło, M. M., ... & Brodnik, A. (2018). Tensions in specifying computing curricula for K-12: Towards a principled approach for objectives. IT-Information Technology, 60(2), 59-68.