Information and Communication Technology 4100-2STIKO
The course is designed to foster digital literacy in both learning and teaching contexts, specifically tailored for future foreign language teachers. It aims to provide them with the skills necessary to effectively utilize innovative forms, methods, and tools during self-study, particularly in the acquisition of foreign languages. The concept of ‘digital literacy’, which refers to the understanding and use of digital information, was first defined by Paul Gilster in 1997 during a period of intensive discussion on visual literacy and the ability to use technology, computers, and information. It was later popularized by the European Council in 2006 as one of eight key competencies.
The syllabus includes both cognitive elements and practical skills related to the development of digital competencies. It also enables students to understand the social context influenced by technology, inspires them to perceive the world through technology, and encourages creative thinking and cooperation. The course covers the following topics:
E-learning platforms (e.g., Moodle, Google Classroom)
Critical reception and creation of multimodal forms (verbal and non-verbal: essays, presentations, infographics, video clips, podcasts, etc.) at the academic level
Collecting, processing, managing, sharing, and critically assessing information
Identifying the copyright status of contents and conscious use of open licenses
Formal and informal learning in the virtual environment
Using tools and research methods based on information technologies
Using open educational resources and massive open online courses (MOOCs)
Managing your online reputation.
During the classes, students will have the opportunity to create their own e-portfolios and experiment with creative tools: tools for creating digital content, graphics editors, audio and video, web 2.0 tools, including mobile applications for smartphones and tablets, as well as office programs. Topics such as privacy and safety online, the role of self-study in digital culture, and autonomy in choosing the learning environment will be discussed. The course is an integral part of the module Subject Didactics.
The main educational projects realised in the summer semester are mind maps, podcasts, e-posters learning apps, videoclips and cartoons, lesson plans and portfolios.
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Term 2024L:
The course is designed to foster digital literacy in both learning and teaching contexts, specifically tailored for future foreign language teachers. It aims to provide them with the skills necessary to effectively utilize innovative forms, methods, and tools during self-study, particularly in the acquisition of foreign languages. The concept of ‘digital literacy’, which refers to the understanding and use of digital information, was first defined by Paul Gilster in 1997 during a period of intensive discussion on visual literacy and the ability to use technology, computers, and information. It was later popularized by the European Council in 2006 as one of eight key competencies. The syllabus includes both cognitive elements and practical skills related to the development of digital competencies. It also enables students to understand the social context influenced by technology, inspires them to perceive the world through technology, and encourages creative thinking and cooperation. The course covers the following topics: E-learning platforms (e.g., Moodle, Google Classroom) |
Prerequisites (description)
Course coordinators
Type of course
Requirements
General: | Term 2024L: |
Mode
Learning outcomes
Field, John, Bernhard Schmidt-Hertha, and Andrea Waxenegger. Universities and Engagement: International Perspectives on Higher Education and Lifelong Learning. Abingdon, Oxon: Routledge, 2016. Print.
Hartmann, Werner, and Alois Hundertpfund. Digitale Kompetenz Was Die Schule Dazu Beitragen Kann. Bern: Hep Verlag, 2015. Print.
Jones, RPelet, Jean-Eric. E-learning 2.0 Technologies and Web Applications in Higher Education. Hershey, PA: Information Science Reference, 2014. Print.Bartlett, Jamie, and Krzysztof Umiński. Ludzie Przeciw Technologii. Wydawnictwo Sonia Draga Sp. Z Oo., 2019.
Fisher, Max, W trybach chaosu. Jak media społecznościowe przeprogramowały nasze umysły i nasz świat / The Chaos Machine. The Inside story of How Social Media Rewired Our Minds and Our World, Szczeliny, Kraków 2023.
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Języki obce w szkole - https://jows.pl/
The Journal of Teaching English with Technology - https://tewtjournal.org/
Assessment criteria
The preferred didactic methods are: learning by doing, project work, problem-solving and the flipped classroom.
The course is intramural with an internet element. This means that it is conducted in the classroom, in a computer lab, with the use of a virtual learning environment, which includes, among others, self-study materials (instructions, video tutorials, presentations, scientific articles) on a distance learning platform (Moodle or other).
In order to be awarded credit the student has to obtain over 60 percentage points for projects posted on the platform within deadlines and for projects carried out in class.
Final grade criteria:
Below 60 percent - 2,0
60-68 percent - 3,0
69-78 percent - 3,5
79-88 percent - 4,0
89-96 percent – 4,5
Above 97 percent – 5,0
Elements of assessment:
- preparing projects and tasks (originality, quality, conception, agreement with assumptions)
- active participation in classes, including a paper and presentation on a chosen topic
Practical placement
no
Bibliography
Digital Agenda for Europe: Rebooting Europe's Economy. Luxembourg: Publications Office, 2014. Print. (this item is multilingual)
Field, John, Bernhard Schmidt-Hertha, and Andrea Waxenegger. Universities and Engagement: International Perspectives on Higher Education and Lifelong Learning. Abingdon, Oxon: Routledge, 2016. Print.
Goodfellow, Robin. Literacy in the Digital University: Critical Perspectives on Learning, Scholarship, and Technology. London: Routledge, 2013. Print.
Hartmann, Werner, and Alois Hundertpfund. Digitale Kompetenz Was Die Schule Dazu Beitragen Kann. Bern: Hep Verlag, 2015. Print.
Jones, Rodney H., and Christoph A. Hafner. Understanding Digital Literacies: A Practical Introduction. London: Routledge, 2012. Print.
Kalantzis, Mary, and Bill Cope. "Introduction. New Media, New Learning and New Assessments." E-Learning and Digital Media 10.4 (2013): 328. Print.
Keengwe, Jared, Grace Onchwari, and Darrell Hucks. Literacy Enrichment and Technology Integration in Pre-service Teacher Education. Hershey PA: Information Science Reference, 2014. Print.
Kopacz, Przemysław, Daniel Paweł. Mierzejewski, Anna Rodak, and Kamil Wawrzeńczyk. Kompetencje Cyfrowe DigComp: Podręcznik. Lublin:
Modernizacja Szkolnictwa Wyższego w Europie: Dostęp do Studiów, Przeciwdziałanie Niepowodzeniom w Nauce
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Term 2024L:
Field, John, Bernhard Schmidt-Hertha, and Andrea Waxenegger. Universities and Engagement: International Perspectives on Higher Education and Lifelong Learning. Abingdon, Oxon: Routledge, 2016. Print. |
Notes
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Term 2023L:
The Information Technology Courses 1 and 2 are delivered in two consecutive terms, winter and summer semesters. Course 1 is a prerequisite to course 2. A satisfactory pass in course 1 is required for admission to course 2. |
Term 2024L:
The Information Technology Courses 1 and 2 are delivered in two consecutive terms, winter and summer semesters. Course 1 is a prerequisite to course 2. A satisfactory pass in course 1 is required for admission to course 2. |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: