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Lecturer(s)
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Filipi Zbyněk, PhDr. Ph.D.
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Course content
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Classification and goals of the didactics of informatics: development of the position of informatics in teaching in the Czech and international context. Documents related to the school reform: the current revision of the RVP for informatics, digital competence, the influence of the revision of informatics teaching on the teaching of other subjects. The position of informatics in the educational process at different types of schools: different variants of school educational programs, samples, examples. Overview of teaching materials, their evaluation and use: available printed and electronic materials, possibilities of own creation and modification of teaching materials, quality criteria of teaching materials and their relevance to the target group. Familiarization with different forms and teaching methods specific to informatics and ICT: methods of teaching informatics in face-to-face and distance education, transmissive and constructivist approaches, activating approaches, demonstrations, examples. Conception of the course of the lesson and subsequent creation of preparation: variants of the course of the lesson relevant to the taught content and target group, effective approach to written preparation of the lesson. Evaluation of the student's activity with regard to his further development: types and forms of student evaluation, teacher evaluation, student self-evaluation, mutual evaluation of students, formative evaluation as a tool for the development of the student's personality, work with mistakes. Reflection of the lesson and analysis of the results: evaluation of microteaching in terms of structure, content, didactic, language and overall atmosphere, evaluation of the student's speech as a future teacher. Peculiarities of the environment for teaching informatics: computer classroom and its equipment, mobile tablet classroom, teaching informatics in a non-traditional environment (e.g. in the field), BYOD concept.
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Learning activities and teaching methods
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Lecture supplemented with a discussion, E-learning, Collaborative instruction, Discussion, Multimedia supported teaching, Students' portfolio, Individual study, Students' self-study, Textual studies, Lecture, Seminar
- Contact hours
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Graduate study programme term essay (40-50)
- 42 hours per semester
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| prerequisite |
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| Knowledge |
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| develop knowledge in computer science and ICT bachelor level Natural Science Studies Information Technologies in Education. |
| include knowledge of the psychological foundations of the educational process and personality development. |
| classify methods of educational psychology, psychology of learning and teaching. |
| report on the transformation process in the Czech education system. |
| Skills |
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| use skills in computer science and ICT bachelor level Natural Science Studies Information Technologies in Education. |
| demonstrate motivation in connection with the performance of future quality of the teaching profession. |
| present knowledge and attitudes for the application of pedagogical theory in science education. |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| interpret the position of science in the documents relating to educational reform, various types of secondary schools. |
| enumerate appropriate forms and methods of teaching specific computing and perceive their differences in relation to other subjects. |
| find an electronic aid for teaching. |
| find the positives and negatives of the pupil's activities for its further development. |
| find an appropriate problem in the material for teaching informatics. |
| to put in an hour break and appropriate exercises to prevent RSI with regard to hygiene work in the classroom with digital technologies. |
| Skills |
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| defend in discussion the selection of key educational topics of informatics teaching at different types of schools. |
| critically evaluate materials for teaching science. |
| cooperate in a group. |
| schedule an hour and imagine its course. |
| use appropriate forms and methods of teaching with regard to the teaching of informatics. |
| preparation of a informatics lesson. |
| assess the learner, able to find the positives and negatives and suitably used for further development of the pupil. |
| represent himself in front of the class. |
| evaluation teached hour. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| E-learning |
| Multimedia supported teaching |
| Textual studies |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Skills |
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| Interactive lecture |
| Seminar |
| E-learning |
| Collaborative instruction |
| Individual study |
| Students' portfolio |
| Discussion |
| Competences |
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| Lecture with a video analysis |
| Multimedia supported teaching |
| Textual studies |
| Collaborative instruction |
| Self-study of literature |
| Individual study |
| Students' portfolio |
| Discussion |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Individual presentation at a seminar |
| Self-evaluation |
| Peer evaluation of students |
| Formative evaluation |
| Skills |
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| Skills demonstration during practicum |
| Self-evaluation |
| Peer evaluation of students |
| Formative evaluation |
| Competences |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Self-evaluation |
| Peer evaluation of students |
| Formative evaluation |
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Recommended literature
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Filipi, Z. Didaktika informatiky 1 (e-kurz). .
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Ganajová, Mária a kol. Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. Košice: Šafárik. 2021.
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HALL, D. The ICT handbook for primary teachers. London, 2015. ISBN 978-1-138-85370-6.
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JAHNKE, I. Digital didactical desings: teaching and learning in CrossActionSpaces. New York, 2016. ISBN 978-1-138-92849-7.
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Kalaš, Ivan. Premeny školy v digitálnom veku. Prvé vydanie. 2013. ISBN 978-80-10-02409-4.
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Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
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Průcha, Jan. Vzdělávací systémy v zahraničí : encyklopedický přehled školství v 30 zemích Evropy, v Japonsku, Kanadě, USA. Vydání první. 2017. ISBN 978-80-7552-845-2.
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SLAVÍK, Jan et al. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno, 2017. ISBN 978-80-210-8568-8.
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Stuchlíková, I., T. Janík a et. al. Oborové didaktiky: vývoj ? stav ? perspektivy. Brno, 2015. ISBN 978-80-210-7884-0.
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STUMPENHORST, J. The new teacher revolution: changing education for a new generation of learners. Thousands Oaks, 2015. ISBN 978-1-4833-7640-0.
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