Getting to know the computer support of the teaching-learning process.
Prerequisites
Knowledge of subjects: pedagogy, didactics, computer techniques or information and communication technologies.
Scope
The role of computer science in learning. Computer aided teaching process. Didactic packages at school and at home.
Possibilities of using information and communication technology (ICT) tools in traditional and distance learning:
Applications for contact between the teacher and students (communicators, calendars facilitating time management and organization of meetings and events, educational platforms, teleconferences and virtual classrooms)
Applications for multimedia presentations (templates, adding text, color, sound, images, charts, animations and videos)
Applications for creating graphics (designing and graphic processing of photos, images, text, preparation of interactive films, creating infographics or diagrams)
Applications for checking and consolidating knowledge (quizzes, tests, games and game shows, knowledge portals)
Applications for sharing documents, photos and videos (Google Drive, data sharing, organizing materials, group work tools)
Applications for data collection, compression and archiving.
Internet as a source of information (media library, hypertext techniques in teaching, searching for selected text, digital, graphic and multimedia data)
Practical exercises with the use of computer applications.
Learning outcomes and methods of theirs verification
Outcome description
Outcome symbols
Methods of verification
The class form
Assignment conditions
Lab: Obtaining positive grades from exercises performed using information and communication technologies in accordance with the teacher's instructions.
Recommended reading
Baron-Polańczyk E. (ed.), ICT in educational design: processes, materials, resources. Vol. 1-14, Oficyna Wyd. Uniwersytetu Zielonogórskiego, Zielona Góra 2012-2019.
Csabó B., Uhomoibhi J. (Eds.), Computer Supported Education. 13th International Conference, CSEDU 2021, Virtual Event, April 23–25, 2021, Revised Selected Papers. Publ. Springer Cham, Switzerland AG 2022.
Dirksen J., Design for How People Learn. Second Edition, Pearson Education New Riders, Berkeley, CA 2016.
Highfill L., Hilton K., Landis S., The HyperDoc Handbook: Digital Lesson Design Using Google Apps. Elevate Books Edu, 2019.
Johnson A., Excellent Online Teaching: Effective Strategies For A Successful Semester Online, www.excellentonlineteaching.com, 2013.
Further reading
Clark H., Avrith T., The Google Infused Classroom: A Guidebook to Making Thinking Visible and Amplifying Student Voice. EdTechTeam Press, Irvine, CA USA, 2017.
Gabriel R., Röhrs H.-P. Social Media. Potenziale, Trends, Chancen und Risiken. Springer, Berlin 2017.
Levinson Paul, New New Media (2nd Edition), Penguin academics, Pearson, Boston USA 2013.
Sheninger E.C., Murray T.C., Learning Transformed: 8 Keys to Designing Tomorrow's Schools,Today. ASCD, Alexandria USA, 2017.
Notes
Other conditions for participation and crediting are set out in the Study Regulations.
Modified by dr inż. Renata Kasperska (last modification: 07-06-2023 23:00)