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Tecnologias Digitais e Identidades Profissionais
| Code: | OP130 | Acronym: | TDIP |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Educational Sciences |
Instance: 2022/2023 - 1S
| Active? | No |
| Responsible unit: | Education Sciences |
| Course/CS Responsible: | Master Degree in Educational Sciences |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MCED | 0 | Official Curricular Structure | 1 | - | 6 | 49 | 162 |
Teaching language
PortugueseObjectives
Digital literacy, understood as a way of being comfortable in the choice, use and relationships involved in the use of digital technologies, is a “new” field of knowledge that requires new conceptions, practices and learning environments. In the professional field, it requires new skills, social relationships and ethical positions, in short, new professional identities. This “new” field of knowledge integrates the complex ecological system within which professional identities are constructed and reconstructed.Goals:
1. Deepen knowledge about the construction and reconstruction of professional identities;
2. Deepen knowledge about the potential of biographical narratives and their relationship with the processes of (re)construction of professional identities;
3. Situating and analyzing the concept of digital literacy in the professional field;
4. Problematize the role of different types of conceptions and beliefs in the adherence to the use of digital technologies;
5. Identify and analyze different types of professional digital identities;
6. Recognize privileged paths in the construction of digital professional identities.
Learning outcomes and competences
Recognize the role of Digital Literacy in the (re)construction of professional identities;Identify different types of digital learning identities;
Development of small exploratory studies based on the knowledge developed.
Working method
B-learningPre-requirements (prior knowledge) and co-requirements (common knowledge)
Degree in Educational Sciences, Teaching or Social SciencesProgram
Professional IdentitiesThe construction of professional identities – the ecological perspective
Situated identities and identity change
Professional knowledge
Digital Literacy
Narrative Pedagogy
The narrative approach and the formation and self-education processes
The pedagogical dimension of biographical narratives in the (re)construction of professional identities
Digital professional identities
Digital Literacy and Identity (re)construction
Different types of adherence to digital technologies
The construction of digital professional identities
Mandatory literature
Bolívar Botía, António. (2014).; Las Historias De Vida Del Profesorado, Revista Mexicana de Investigación Educativa, 19(62), 711–734.Correa Gorospe, J., Fernández Olaskoaga, L., Gutiérrez-Cabello Barragán, A., Losada Iglesias, D., & Ochoa-Aizpurua Aguirre, B. (2015). ; Formación del Profesorado, Tecnología Educativa e Identidad Docente Digital, Revista Latinoamericana De Tecnología Educativa - RELATEC, 14(1), 45-56. (https://doi.org/10.17398/1695-288X.14.1.45)
Engeness, Irina. (2021). ; Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century., European Journal of Teacher Education, 44(1), 96-114. (doi:10.1080/02619768.2020.1849129)
Lopes, Amélia (2009). ; Teachers as professionals and teachers’ identity construction as an ecological construct: An agenda for research and training drawing upon a biographical research process, European Educational Research Journal, 8(3), 461-475. (https://doi.org/10.2304/eerj.2009.8.3.461 )
Lopes, Amélia, & Ribeiro, Agostinho (2000). ; A construção de identidades profissionais: Identidade situada e mudança identitária em docentes do 1º CEB, Inovação, 13, 39-55
Thomas Dotta, Leanete, & Soares, Ester. (2015). ; O caráter pedagógico das narrativas biográficas no contexto da abordagem de ensino centrada no estudante, Tendencias Pedagógicas. Universidad Autónoma de Madrid, n. 25, p. 261-278.
Teaching methods and learning activities
The teaching methodology will involve two fronts: seminars and workshops, which will focus on group work.
To give sustainability to the work of seminars, the following will be used:
1. To expository classes;
2. Reading and analysis of texts;
3. To carry out small exploratory studies on the mobilized themes;
4. The results produced in the workshops;
5. to the debate
Within the scope of the workshops, it is expected to work with:
1. Graffiti workshop: mobilizes body, digital and artistic techniques for students to work on their experiences with digital technologies. Subsequently, this technique will be used in exploratory studies on digital learning identities with other professionals.
2. Visual narratives workshop (video), where digital learning paths can be explored.
3. Workshop on “technographies” - a process of investigation and personal narrative, which combines reflection on school learning processes throughout school life with the construction of digital narratives, which promote awareness of technological and digital experience in the process of learning. identity construction. This work, at first, will focus on the students themselves and their narratives; in a second moment, it will be developed with professionals from different areas.
Evaluation Type
Distributed evaluation without final examAssessment Components
| designation | Weight (%) |
|---|---|
| Participação presencial | 20,00 |
| Apresentação/discussão de um trabalho científico | 30,00 |
| Trabalho escrito | 20,00 |
| Trabalho prático ou de projeto | 30,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| designation | Time (hours) |
|---|---|
| Estudo autónomo | 63,00 |
| Frequência das aulas | 49,00 |
| Trabalho de investigação | 30,00 |
| Trabalho escrito | 20,00 |
| Total: | 162,00 |
Eligibility for exams
Frequency is mandatory. The student may miss 1/4 of the scheduled classes.Calculation formula of final grade
The evaluation is carried out on a scale of 0-20. The evaluation components are presence in classes (20%); the development of the project work according to the foreseen goals (30%). Final written (and digital) work in group and respective oral presentation (50%).
Examinations or Special Assignments
Not aplicable
Internship work/project
Not applicableSpecial assessment (TE, DA, ...)
The student must, at the beginning of the semester, agree with the teacher on the type of assessment to be carried out.Classification improvement
Improved grading can be achieved in oral discussionObservations
Not applicable
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