DIDACTICS TECHNOLOGY
TECNOLOGIE DIDATTICHE
| A.Y. | Credits |
|---|---|
| 2018/2019 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Berta Martini | Tuesday h. 17-19 |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
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| Date | Time | Classroom / Location |
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Learning Objectives
The course is aimed at learning the theoretical and methodological principles of the educattional technologies and media education. In particular the course is aimed at theoretical and methodological mastery of the following topics:
- relationship between cognitive processes and technologies;
- technological devices for education;
- learning with the technologies;
- digital skills;
- didactic planning and multiple intelligences;
- multiple intelligences and technologies.
Program
The course aims to address the main issues of technological education. Methodological concepts and principles of the main educational technologies will be addressed. Much space will be devoted to the analysis of concrete examples of didactic situations. A focus of the course consists of the combination of technologies and multiple intelligences, aimed at the development of the latter supported by technologies.
Bridging Courses
None. However it would be preferable to have already passed the General Didactics exam.
Learning Achievements (Dublin Descriptors)
The student
- show the possession of the mastery of basic knowledge related to the current epistemological discipline structure with particular reference to its constituent elements (objects, problems and teaching methods);
- show an understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths;
- show the possession of the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts for the curricular design, to identify appropriate design methodologies to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
Study texts;
In-depth seminars.
Teaching, Attendance, Course Books and Assessment
- Teaching
- Part of the contents will be carried out according to the methodology of the Flipped Classroom which pushes up student to think and study inside and outside the classroom.
- Frontal lessons;
- In-depth seminars.
The course consists of 18 meetings of two hours each.
- Introduction to the course (1 lesson)
- relationship between cognitive processes and technologies (3 lessons);
- educational technology devices (2 lessons)
- learning with technologies (2 lessons)
- technology learning (2 lessons)
- didactic planning and multiple intelligences (2 lessons);
- multiple intelligences and technologies (4 lessons).
- Summary (2 lessons)
- Attendance
None.
- Course books
G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci, Roma, 2017, pp. 277.
W. McKenzie, Intelligenze multiple e tecnologie per la didattica, Erickson, Treno, 2015, pp. 232.
- Assessment
The evaluation will be done through a written test composed of open questions.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
Additional Information for Non-Attending Students
- Teaching
Volume study plans and materials available in blended learning.
- Attendance
None
- Course books
G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci, Roma, 2017, pp. 277.
W. McKenzie, Intelligenze multiple e tecnologie per la didattica, Erickson, Treno, 2015, pp. 232.
- Assessment
The evaluation will be done through a written test composed of open questions.
- Disabilità e DSA
Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.
A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.
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