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ICT Didactics 03 with reflection on practice - ON2319812

Title:	Didaktika ICT 03 s reflexí praxe
Guaranteed by:	Katedra informačních technologií a technické výchovy (41-KITTV)
Faculty:	Faculty of Education
Actual:	from 2013
Semester:	summer
E-Credits:	2
Examination process:	summer s.:
Hours per week, examination:	summer s.:0/2, MC [HT]
Capacity:	unknown / unknown (unknown)
Min. number of students:	unlimited
4EU+:	no
Virtual mobility / capacity:	no
State of the course:	not taught
Language:	Czech
Teaching methods:	full-time
Note:	course can be enrolled in outside the study plan enabled for web enrollment priority enrollment if the course is part of the study plan

Guarantor:	doc. RNDr. Miroslava Černochová, CSc.
Pre-requisite :	ON2319711
Is pre-requisite for:	ON2319912

Opinion survey results Examination dates Schedule Noticeboard

Annotation -

The course is focused on possibilities how to exploit ICT for learning and knowledge process. The attention will be given not only to methodology approach how to develop learner's thinking and learning in activities with ICT but also to research findings dealing with impact of ICT on learning.

Last update: CERNOCHO/PEDF.CUNI.CZ (04.12.2011)

Literature -

DOUGIAMAS, M. A Journey into Constructivism. http://dougiamas.com/writing/constructivism.html

FREEDMAN, T. Computers in classrooms. http://terry-freedman.org.uk/artman/publish/article_1490.php#discreteICT

FREEDMAN, T. Ask Miller! Using & Teaching Educational Technology. http://terry-freedman.org.uk/artman/publish/article_1504.php.

HARMS, W.F. What is Information? Three Concepts. In Biological Theory 1(3), 2006. s.230-242.

HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika. Praha : Portál, 2001.

HILLIS, W.D. Vzor v kameni. Jednoduché myšlenky, které řídí počítač. Praha : Academia, 2003.

ISSACSON, W. Steve Jobs. PRÁH, 2011.

LEAVITT, D. Muž, který věděl příliš mnoho. Dokořán Argo : Praha, 2007.

OBLINGER, J., OBLINGER, D. Eds. Educating the Net Generation. EDUCASE Publishers, Boulder, CO, 2005. Dostupné na: <http://www.educause.edu/educatingthenetgen>

MUDRÁK, D. Rozvíjení kompetence pro manipulaci se strukturami jako součást informační výchovy. Praha : PedF UK, 2007. Doktorandská práce.

NOVAK, J.D., CAŇAS, J.A. The Theory Underlying Concept Maps and How to Construct and Use Them. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

UDEN, L., BEAUMONT, C. Traditional vs. Cognitive Learning. Chapter in: Technology and Problem-Based Learning. 2006.

SEMENOV, A., RUDČENKO, T., ŠEGLOVA, O. Informatica: Mathematical basics of thinking and communications. Worksheet 1-4. Moscow : INT, 1997.

SEMENOV, A. ICT in Schools. A Handbook for teachers. UNESCO, 2005. Ed. J.Anderson. http://unesdoc.unesco.org/images/0013/001390/139028e.pdf

SMITH, G. Steve Wozniak. Pragma, 2007.

http://www.cast.org/library/books/ltr/

http://archive.futurelab.org.uk/projects/

http://www.iea.nl/icils.html

http://www.emtech.net/index.shtml

http://teachertube.com/videoList.php?pg=featuredvideolist

http://www.internettime.com/2010/05/state-of-informal-learning-address/

Last update: CERNOCHO/PEDF.CUNI.CZ (04.12.2011)

DOUGIAMAS, M. A Journey into Constructivism. http://dougiamas.com/writing/constructivism.html

FREEDMAN, T. Computers in classrooms. http://terry-freedman.org.uk/artman/publish/article_1490.php#discreteICT

FREEDMAN, T. Ask Miller! Using & Teaching Educational Technology. http://terry-freedman.org.uk/artman/publish/article_1504.php.

HARMS, W.F. What is Information? Three Concepts. In Biological Theory 1(3), 2006. s.230-242.

HEJNÝ, M., KUŘINA, F. Dítě, škola a matematika. Praha : Portál, 2001.

HILLIS, W.D. Vzor v kameni. Jednoduché myšlenky, které řídí počítač. Praha : Academia, 2003.

ISSACSON, W. Steve Jobs. PRÁH, 2011.

LEAVITT, D. Muž, který věděl příliš mnoho. Dokořán Argo : Praha, 2007.

OBLINGER, J., OBLINGER, D. Eds. Educating the Net Generation. EDUCASE Publishers, Boulder, CO, 2005. Dostupné na: <http://www.educause.edu/educatingthenetgen>

MUDRÁK, D. Rozvíjení kompetence pro manipulaci se strukturami jako součást informační výchovy. Praha : PedF UK, 2007. Doktorandská práce.

NOVAK, J.D., CAŇAS, J.A. The Theory Underlying Concept Maps and How to Construct and Use Them. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm

UDEN, L., BEAUMONT, C. Traditional vs. Cognitive Learning. Chapter in: Technology and Problem-Based Learning. 2006.

SEMENOV, A., RUDČENKO, T., ŠEGLOVA, O. Informatica: Mathematical basics of thinking and communications. Worksheet 1-4. Moscow : INT, 1997.

SEMENOV, A. ICT in Schools. A Handbook for teachers. UNESCO, 2005. Ed. J.Anderson. http://unesdoc.unesco.org/images/0013/001390/139028e.pdf

SMITH, G. Steve Wozniak. Pragma, 2007.

http://www.cast.org/library/books/ltr/

http://archive.futurelab.org.uk/projects/

http://www.iea.nl/icils.html

http://www.emtech.net/index.shtml

http://teachertube.com/videoList.php?pg=featuredvideolist

http://www.internettime.com/2010/05/state-of-informal-learning-address/

Last update: CERNOCHO/PEDF.CUNI.CZ (04.12.2011)

Syllabus -

ICT as a tool for learning and knowledge process

ICT as a tool for information visualisation
ICT as a tool for data processing
ICT as an interative tool
ICT as a tool for problem solving
ICT as a tool for creative activities
ICT as a tool for collaboration, communication and sharing ideas
ICT as a tool for knowledge organisation and management
ICT as a tool for thinking development

Outcomes and finding gained in research focused on impact of ICT on learning

Last update: CERNOCHO/PEDF.CUNI.CZ (04.12.2011)