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Lecturer(s)
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Course content
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- Objectives of teaching informatics at the 1st stage of primary school. - View, search, and filter data, information, and digital content. - Evaluation of data, information and digital content. - Interaction through digital technologies. - Security and protection of equipment, personal data content and privacy in the digital environment. - Creative use of digital technologies. - Technological competencies of a child of younger school age. - Hardware and software in teaching informatics at the 1st stage of primary school. - Algorithmization and programming in teaching computer science at the 1st stage of primary school. - Computer graphics in the teaching of computer science at the 1st stage of primary school. - Basics of robotics in teaching computer science at the 1st stage of primary school. - Available educational environment, resources and didactic games for pupils at the 1st stage of primary school. - Teacher's work with an electronic textbook. - Creation of electronic teaching materials.
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Learning activities and teaching methods
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Dialogic (Discussion, conversation, brainstorming), Exercises on PC, Analysis of a presentation
- Participation in classes
- 28 hours per semester
- Term paper
- 32 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| basics of informatics at the 1st grade of elementary school |
| basics of informatics at the 1st grade of elementary school |
| viewing and filtering of digital content |
| viewing and filtering of digital content |
| basic properties and parameters of interactivity |
| basic properties and parameters of interactivity |
| algorithmization and programming in the 1st grade of elementary school |
| algorithmization and programming in the 1st grade of elementary school |
| characteristics of e-learning and virtual educational environment |
| characteristics of e-learning and virtual educational environment |
| Skills |
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| describe the basic areas of computer science |
| describe the basic areas of computer science |
| ensure filtering of selected digital content data |
| ensure filtering of selected digital content data |
| create interactive educational content |
| create interactive educational content |
| define the algorithm and the program |
| define the algorithm and the program |
| create electronic learning materials |
| create electronic learning materials |
| teaching methods |
|---|
| Knowledge |
|---|
| Exercises on PC |
| Exercises on PC |
| Analysis of a presentation |
| Analysis of a presentation |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of educational material |
| Analysis of educational material |
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Recommended literature
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Černý, M. Digitální kompetence v transdisciplinárním nahlédnutí: mezi filosofií, sociologií, pedagogikou a informační vědou. Brno: MU, 2019.
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ČŠI. Metodika pro hodnocení rozvoje informační gramotnosti. 2015.
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Dočekal, D., Müller, J., Harris, A., & Heger, L. Dítě v síti: manuál pro rodiče a učitele, kteří chtějí rozumět digitálnímu světu mladé generace. Mladá fronta, 2019.
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Dosedla, M. et al. Digitální technologie v primárním vzdělávání. 2013.
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Hradil, R. Zdravé dětství ve světě digitálních médií: informace a inspirace pro rodiče a všechny, kdo pracují s dětmi a mládeží. Franesa, 2020.
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Krpejšová, M., & Betáková, L. Don't worry, use ICT aneb začínáme s ICT ve výuce angličtiny na 1. stupni ZŠ. Praha: Wolters Kluwer, 2021.
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Lessner, D. Analýza významu pojmu ?computational thinking. Journal of Technology and Information Education, 6(1), 71?88, 2014.
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Spitzer, M. Digitální demence. Praha: Host, 2014.
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Stoffová, V., & Havelka, M. Didaktika informačních technologií. Olomouc: Univerzita Palackého v Olomouci, 2019.
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Vuorikari, R., Punie, Y., Carretero Gomez, S., Van den Brande, G. DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication Office of the European Union, 2016.
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