Discipline details

Course details

Recommended Prior Knowledge

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Objectives

Reflect on the importance and specificity of the communicative phenomenon, languages, languages and, in particular, the Portuguese
language;
Identify the potential of communication and information technologies in the processes of written production and communication;
Identify the pedagogical potential of the Internet in Portuguese language learning;
Use synchronous and asynchronous communication tools, exploiting their potential for developing communication, writing and reading
skills;
Develop communication skills using a variety of media.
At the end of this course, students are expected to acquire digital literacy skills that will enable them to be autonomous users and, at the
same time, to experience the potential of ICT in developing skills.
Teaching Methods

Students will work individually and in groups of 4, focusing on active methodologies in which they research and organise their knowledge
using the resources provided.Tasks will involve (i) reading, understanding and preparing a variety of texts and documents in various media;
(ii) designing and carrying out projects and practical work using ICT and presenting and discussing them.
Internship(s)

Não
Syllabus

a. Literacy(ies) and Citizenship
a.1 Portuguese language and contemporary textual plurality
a.2. Portuguese language and ICT: some implications for communication and learning
a.3 Analysis, selection, organisation and processing of information: criteria
a.4. technological devices: distance learning platforms, forums, chats, blogs, e-portfolios
b. Reading skills and ICT
b.1. Reading written texts
b.2 Electronic reading: hypertexts
b.3. manipulation, appropriation and interpretation activities
b.4 Television on the Internet: reading activities
b.5 Reading: using software
c. Writing skills and ICT
c.1. The computer as a writing, communication and sharing tool
c.2. Writing: using software
c.3 Digital story production
Content Explanation

The course begins with the topic Literacy(s) and Citizenship, where the aim is for students to reflect on communicative phenomena using
digital media, particularly those available on the Internet. The development of reading and writing skills will be promoted through the
construction of small projects using technological means of communication and the opportunities provided by digital technologies.
Methodology Explanation

Active learning methodologies will be favoured, with students taking an active role in constructing their own learning through challenges and
resources provided by the teachers.
As a group, they will have to build and present a project, which will take the form of a web page that will also support the group's digital
portfolio.
This page must include the following elements:
- Problematisation of the role of ICT in developing communication and citizenship skills;
- Construction of educational activities;
- Individual reflection on the lessons learnt during the course.
Responsible Lecturer(s)

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Bibliography

Christine, R. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office.
Lucas, M., & Moreira, A. (2018). DigCompEdu—Quadro Europeu de Competência Digital para Educadores. Direção-Geral da Educação.
Observatório de Cibersegurança. (2021). Cibersegurança em Portugal—Riscos e conflitos 2021.
https://www.cncs.gov.pt/content/files/relatorio_riscos.conflitos2021__observatoriociberseguranca_cncs.pdf
Team, F. (2018, jan. 22). Young Children (0-8) and Digital Technology—A qualitative study across Europe. EU Science Hub - European
Commission. https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/young-children-0-8-and-digital-technologyqualitative-
study-across-europe
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.