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Lecturer(s)
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Course content
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- Basic concepts of information and communication technologies (ICT) usable in the practice of kindergartens. - Use of ICT in kindergartens in the educational process link to the preschool curriculum. - Use of word processor, spreadsheet and supporting software in creating pedagogical documents. - Organization of work with children with ICT, solutions, implementation. - Practical exercises using tablets, interactive whiteboards and electronic materials for kindergarten practice. - Further education of pedagogical staff in the field of ICT. - Use of webinars, e-learning and supporting software in the work of a kindergarten teacher. - Kindergarten involvement in virtual projects (international eTwinning project). - Electronic portfolio of teachers and children in the practice of kindergartens. - Protection of data, data and electronic information processing.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Exercises on PC, E-learning
- Participation in classes
- 20 hours per semester
- Term paper
- 20 hours per semester
- Home preparation for classes
- 20 hours per semester
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| prerequisite |
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| Knowledge |
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| nespecifikováno |
| nespecifikováno |
| learning outcomes |
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| define thematic areas in ICT in education |
| define thematic areas in ICT in education |
| describe the basic principles of operation of digital technologies |
| describe the basic principles of operation of digital technologies |
| describe the basic principles of creating algorithms |
| describe the basic principles of creating algorithms |
| distinguish the thematic areas of ICT in education |
| distinguish the thematic areas of ICT in education |
| describe the procedure for installing software extensions |
| describe the procedure for installing software extensions |
| Skills |
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| define the difference between algorithm and algorithmization |
| define the difference between algorithm and algorithmization |
| describe the historical milestones of the introduction of Internet technologies |
| describe the historical milestones of the introduction of Internet technologies |
| identify and assign thematic areas to ICT areas |
| identify and assign thematic areas to ICT areas |
| describe the functionality of the program based on block elements |
| describe the functionality of the program based on block elements |
| install the software extension |
| install the software extension |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| E-learning |
| E-learning |
| Monologic (Exposition, lecture, briefing) |
| Exercises on PC |
| Exercises on PC |
| assessment methods |
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| Analysis of the student's performance |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of the student's performance |
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Recommended literature
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Dostál, J. Nové technologie ve vzdělávání.. Olomouc: Univerzita Palackého v Olomouci., 2011.
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Goldin, C., Katz, L. F. The race between education and technology.. Harvard University Press, 2008.
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Machýčková, I. ICT v mateřské škole a v prvních ročnících základní školy. Výukový materiál pro projekt Elektronická školička reg. č. CZ.1.07/1.3.05/02.0041.. 2010.
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Sak, P., Mareš, J., Nová, H., Richter, V., & Saková, K. Člověk a vzdělání v informační společnosti.. Praha: Portál., 2007.
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Zelenka, J., Čech, P., & Naiman, K. Ochrana dat: Informační bezpečnost - výkladový slovník.. Hradec Králové: Gaudeamus., 2002.
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Zikl, P., Maněnová, M., Bendová, P., & Maněna, V. Využití ICT u dětí se speciálními potřebami.. Praha: Grada, 2011.
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