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ICT in Geography teaching I

Code: MEG014     Acronym: TEG_I

Classification Keyword
OFICIAL Didactics

Instance: 2016/2017 - 1S Ícone do Moodle

Active? Yes
Responsible unit: Department of Geography
Course/CS Responsible: Teaching Geography in the 3rd cycle of Basic Education and in Secondary Education

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
MEG 11 MEG - Study Plan 2 - 6 52 162

Teaching Staff - Responsibilities

Teacher Responsibility
Laura Maria Pinheiro de Machado Soares

Teaching - Hours

Theoretical and practical : 3,00
Tutorial Supervision: 1,00
Type Teacher Classes Hour
Theoretical and practical Totals 1 3,00
António Alberto Teixeira Gomes 1,00
Laura Maria Pinheiro de Machado Soares 1,00
José Augusto Alves Teixeira 1,00
Tutorial Supervision Totals 1 1,00
Laura Maria Pinheiro de Machado Soares 1,00

Teaching language

Suitable for English-speaking students


Recognize the use of ICT as a key resource in the teaching-learning process

Choose, from the different electronic repositories, relevant information to the teaching of Geography

Distinguish the different " Hardware" types and its applications

Differentiating different operating systems.

Use content availlable in the  Web.2.0

Manage information in shared services (cloud servers)

Use additional content provided by publishers

Produce content presentations

Select educational electronic games

Edit and produce educational content images and videos

Assess the availability of resources and technology-based tools for teaching Geography

Learning outcomes and competences

The linkage of the syllabus of this UC are linked directly with it's objectives, in order to achieve a initial or complementary knowledge of the technology-based tools availlable for teaching geography.

The sequence of syllabus respects the levels of knowledge and understanding of the basic technology tools for teaching. It is expected that students at the end of this first UC, and as future Geography teachers, are able to  differentiate , select and build teaching resources, through the articulation and evaluation of available solutions.

The primary sources of information and representation listed in this program meets the needs of future teachers, that should be prepared for the teaching of geography for young people and society where communication is increasingly mediated by technological tools.

Working method



  1. ICT tools in teaching and geographical education

1.1 Knowledge, networks and technologies

1.2 School culture and digital culture

  1. Electronic repositories with interesting information for teaching Geography

2.1 Data queries at different geographical scales

2.2 Statistical data analysis and representation

  1. Commercial and open source operating systems: Windows, Linux and Android

  2. Hardware for teaching geography

4.1.Desktop and Laptop at the teaching class

4.2 Tablet in the field work

4.3 Smartphone as teachig tool.

  1. Digital teaching resources

5.1 Digital resources as complement to school manual

5.2 Methodologies and tools to edit and present contents

5.2.1 Creation of educational video and images

5.2.2 Creaton and adition of universal access resources

5.3 Didactical games

  1. Cloud systems

6.1 File management to disseminate the information

6.2 Data aquisition with cloud systems

Mandatory literature

Demirci, A.; Using Geographic Information Systems (GIS) at Schools Without a Computer Laboratory, 2011
Fletcher, S.; Practitioner perspectives on the use of technology in fieldwork teaching, 2007
Hill, A. & Solem, M.; Geography on the Web: Changing the learning paradigm?, 1999
Abdel-Wahab, S., & Aboul-Ela, M.; Intelligent tutoring system for geography, Int Inst Informatics&Systemics, 2003

Teaching methods and learning activities

With a essencially practical approach, this UC has also some sessions with some theoretical contentes. However, all the contents are linked to technology based toos and to the practical part, in wich the studens are invited to interact in a creative way, validating it's aplicabilitty in real situations. The linkage between theoretical and practical parts results in exercices that can be applied to future professional contexts of the students.

The first 2 sessions are onlu about the importance of the ICT in the actual teaching context, with a methodology encompassing expositive sessions with reflections about some scientific texts related with this subject.

Moreover, the thecnical objectivity of the syllabus demands a straight coordination between theoretical and practical sessions, allowing the studens to teste and evaluate the applications of the technologies in a professional context.

The students should be able to differenciate the different hardwares and operationg systems, in order to make good choices to construct, select and menage electronic resources, to be used in the teaching process, namely the geography teaching in the basic and secondary levels.

The students are evaluated in each thematic block, through practical activities. Since this is a 2nd year UC, the exercises and resources thar will be constructed by the students can be experimented, with supervision, in a classroom context.

The evaluation will be distributed, without final exam, given the practical component of the UC.


ArcGis Online
Ms Powerpoint
Google Earth


Social sciences > Geography

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation Weight (%)
Participação presencial 30,00
Trabalho escrito 30,00
Trabalho laboratorial 40,00
Total: 100,00

Amount of time allocated to each course unit

Designation Time (hours)
Elaboração de relatório/dissertação/tese 15,00
Estudo autónomo 58,00
Frequência das aulas 39,00
Trabalho de investigação 50,00
Total: 162,00

Calculation formula of final grade

Class participation (30%) + Written work (30%)+Experimental exercices (40%)
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