Course: Digital technologies in education

« Back
Course title Digital technologies in education
Course code KIN/IPDT
Organizational form of instruction Seminary
Level of course Master
Year of study not specified
Semester Summer
Number of ECTS credits 2
Language of instruction English
Status of course Compulsory-optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Dobiáš Václav, Mgr. Ph.D.
Course content
1. Use of digital technologies in the classroom in an international context 2. Mobile phones in the classroom 3. Tablets in in the classroom 4. Distance learning using digital technologies 5. Digital divide 6. Dependencies on digital technologies 7. Digital bullying 8. Possibilities and limits of using interactive whiteboards 9. Possibilities and limits of using the Classroom management system 10. Use of different hardware and software in the classroom 11. How digital technology is changing our minds 12. Individual work of students 13. Evaluation of students' work, evaluation of the subject

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Demonstration, Activating (simulations, games, drama), Work with multi-media resources (texts, internet, IT technologies), Exposition with interpretation, Project-based learning, Case studies
Learning outcomes
The aim of the course is to discuss the possibilities, methods, benefits and risks of using various digital technologies in the classroom from individual international perspectives. The benefits and risks of individual digital technologies will be discussed.
The student is able to distinguish individual possibilities and risks of using digital technologies in the classroom. Students are able to respond appropriately in the educational process on the potential risks associated with digital technologies, such as digital bullying, digital distribution, or reliant on digital technologies.
Prerequisites
none

Assessment methods and criteria
Systematic student observation, Seminar work

Active participation in seminars Willingness to discuss and share experiences Elaboration of project
Recommended literature
  • Čapek, Robert; Navarová, Sylvie,; Ženatová, Zdenka. Žák v krizové situaci. Praha : Raabe, 2017. ISBN 978-80-7496-294-3.
  • Hobbs, Renee. Create to learn : introduction to digital literacy. This edition first published. Hoboken, NJ : Wiley Blackwell, 2017. ISBN 978-1-118-96835-2.
  • Janošová, Pavlína; Kollerová, Lenka; Zábrodská, Kateřina,; Kressa, Jiří,; Dědová, Mária. Psychologie školní šikany. Vydání 1. Praha : Grada, 2016. ISBN 978-80-247-2992-3.
  • Kowert, Rachel; Quandt, Thorsten. The video game debate : unravelling the physical, social, and psychological effects of digital games. First published. New York ; London : Routledge, Taylor & Francis Group, 2016. ISBN 978-1-138-83160-5.
  • Patchin, Justin W.,; Hinduja, Sameer. Cyberbullying prevention and response : expert perspectives. New York ; London : Routledge, 2012. ISBN 9780420000000.
  • Westwood, Peter S. Inclusive and adaptive teaching : meeting the challenge of diversity in the classroom. Second edition. London ; New York : Routledge, Taylor & Francis Group, 2018. ISBN 978-1-138-48100-8.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Teacher training in information technology (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: Summer
Faculty: Faculty of Education Study plan (Version): Teacher training in information technology (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: Summer