FAE999 - Educational Discourses and Processes I : Digital technologies in basic education: international experiences (Disciplina ofertada em inglês. Não é necessário ter fluência no idioma).

Turma: B

Sala: 4114

Data de início: 04/05/2023

Data de término: 15/06/2023

N° total de vagas: 15

Tipo: Tópicos**

Carga horária: 30 horas

Vagas para eletivas: Sim

Vagas para isoladas: Sim

Docentes responsáveis

EUCIDIO PIMENTA ARRUDA

Horários

Quinta - 14:00 às 18:00

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

Bibliografia

Eurydice, R. (2019). Digital Education at School in Europe. Audiovisual and Culture Executive Agency-EACEA.

ZHANG, Jinbao et al. ICT in Education in Global Context: The Best Practices in K-12 Schools. Lecture Notes in Educational Technology. Lecture Notes in Educational Technology, 2016.

Tatnall, A., & Davey, B. (2014). Reflections on the History of Computers in Education (No. AICT-424). Springer.

PISA 2022 Assessment and Analytical Framework. Pisa 2022 - ICT

2nd Survey of Schools: ICT in Education. Objective 1: Benchmark progress in ICT in Schools Empirical results.

OECD (2015). Students, Computers and Learning. Making the Connection. Paris: OECD. Retrieved September 19, 2015 from http://dx.doi.org/10.1787/9789264239555-en

PISA 2022 Assessment and Analytical Framework. Pisa 2022 - ICT

2nd Survey of Schools: ICT in Education Objective 2: Model for a ‘highly equipped and connected classroom

Arthur Tatnall, Bill Davey (2014). Reflections on the History of Computers in Education: Early Use of Computers and Teaching about Computing in Schools, Springer, New York.

Bargury et all. (2012) Implementing a New Computer Science Curriculum for Middle School in Israel. Conference Paper in Proceedings - Frontiers in Education Conference · October 2012 DOI: 10.1109/FIE.2012.6462365

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

European Schoolnet. Computing our future. Computer programming and coding Priorities, school curricula and initiatives across Europe. 2015. Disponivel em http://www.dzs.cz/file/3394/computing-our-future_final-pdf/ Access in August, 19, 2021