Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie - Centralny System Uwierzytelniania
Strona główna

New Technologies in the Home of a Young Child - Educational Tool or Distraction?

Informacje ogólne

Kod przedmiotu: 00-0F-NTH
Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: New Technologies in the Home of a Young Child - Educational Tool or Distraction?
Jednostka: Instytut Pedagogiki
Grupy:
Punkty ECTS i inne: 0 LUB 2.00 (w zależności od programu) Podstawowe informacje o zasadach przyporządkowania punktów ECTS:
  • roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS;
  • tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h;
  • 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się;
  • tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS;
  • nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.

zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Skrócony opis: (tylko po angielsku)

There are three types of assignment in this module:

1) Weekly or fortnightly tasks (e.g., read a text selected by the tutor) – independent work that is worth 20% of the overall mark

2) Written assignment: independent work that is worth 40% of the overall mark

3) Oral presentation: group work that is worth 40% of the overall mark

Pełny opis: (tylko po angielsku)

The module will cover the following topics:

• early technology experiences; old and new technologies in the life of a young child; key concepts in the literature (e.g., screen time; digital literacy); access and usage; type of activities;

• General risks and opportunities of using new technologies by young children

• Potential and limitations of new technologies in the development of the following areas:

o Language and communication skills

o Social skills

o STEM skills

o Executive functions (attention, memory, planning, inhibitory control)

o Creativity

• Parental mediation

Aims of the module:

• Familiarising the students with the current research on new technologies in the lives of young children (0-6 years)

• Developing students’ scientific language competencies within the topics discussed in the module

• Developing students’ communicative abilities in English, including:

o Effective comprehension of scientific texts

o Effective communication of information – both in writing (e.g., writing a popular science magazine article based on a research paper from a journal article) and in speaking (group oral presentation, pair and group discussion, sharing of experiences, reflections and views)

• Extending students’ research skills including searching and utilising foreign language scientific literature concerned with new technologies and the development of various skills and competencies in young children

• Developing students’ organisational skills (e.g., effective cooperation and project preparation in a group, preparation and organisation of an interview with a parent/ caregiver of a young child).

Literatura: (tylko po angielsku)

Herodotou, C. (2018). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1), 1-9.

Marsh, J. (2016). The digital literacy skills and competences of children of pre-school age. Media education, 7(2), 178-195.

Marsh, J., Lahmar, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2020). Under threes’ play with tablets. Journal of Early Childhood Research, 1476718X20966688.

Marsh, J., Plowman, L., Yamada‐Rice, D., Bishop, J., Lahmar, J., & Scott, F. (2018). Play and creativity in young children's use of apps. British Journal of Educational Technology, 49(5), 870-882.

Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early years, 36(3), 227-241.

Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18-19.

Metody i kryteria oceniania: (tylko po angielsku)

Three assignmnets, methods and criteria of their assessment.

1) Weekly or fortnightly tasks (e.g., reading a selected text assigned by the tutor, assessment of a group presentation). The knowledge of a selected article will be checked in a quiz (MS Forms). To assess their peers' group presentation, students will need to fill in an online feedback form to provide ratings, constructive comments and a “take home” message. The points earned for these tasks will contribute 20% of the final mark. Independent work.

2) Written assignment: the aim of this task is to find an article in a scientific journal in English about the impact of new technologies on young children’s learning and development and to write a text (700 words) in a popular science magazine style. The text is to familiarise the reader with the topic, provide a brief description of the study from the article and to present its findings in a clear and concise way. The points earned for this task will contribute 40% of the final mark. Independent work.

3) Oral presentation:

Students choose ONE of the tasks below.

• Oral assignment: record or find a video clip in which a young child interacts with new technology (e.g., a tablet application, augmented reality toy/book, etc.), describe the interaction and critically assess how it can promote or limit the child’s development (e.g., creativity, literacy, STEM skills). Present your findings to the group. The points earned for this task will contribute 40% of the final mark. Pair or group work.

• OR

• Oral assignment: Record an interview with a parent of a young child, prepare interview questions in advance, record the interview, analyse the responses, and present the findings to the class. The points earned for this task will contribute 40% of the final mark. Pair or group work.

Marking scale

• 51% – 60% – satisfactory (3)

• 61% – 70% – more than satisfactory (3+)

• 71% – 80% – good (4)

• 81% – 90% – more than good + (4+)

• 91% – 100% – very good (5)

Zajęcia w cyklu "Semestr letni 2020/2021" (zakończony)

Okres: 2021-02-22 - 2021-09-30
Wybrany podział planu:
Przejdź do planu
Typ zajęć:
Konwersatorium, 15 godzin, 13 miejsc więcej informacji
Koordynatorzy: Małgorzata Korko
Prowadzący grup: Małgorzata Korko
Lista studentów: (nie masz dostępu)
Zaliczenie: Zaliczenie na ocenę
Skrócony opis: (tylko po angielsku)

There are three types of assignment in this module:

1) Weekly or fortnightly tasks (e.g., read a text selected by the tutor) – independent work that is worth 20% of the overall mark

2) Written assignment: independent work that is worth 40% of the overall mark

3) Oral presentation: group work that is worth 40% of the overall mark

Pełny opis: (tylko po angielsku)

The module will cover the following topics:

• early technology experiences; old and new technologies in the life of a young child; key concepts in the literature (e.g., screen time; digital literacy); access and usage; type of activities;

• General risks and opportunities of using new technologies by young children

• Potential and limitations of new technologies in the development of the following areas:

o Language and communication skills

o Social skills

o STEM skills

o Executive functions (attention, memory, planning, inhibitory control)

o Creativity

• Parental mediation

Aims of the module:

• Familiarising the students with the current research on new technologies in the lives of young children (0-6 years)

• Developing students’ scientific language competencies within the topics discussed in the module

• Developing students’ communicative abilities in English, including:

o Effective comprehension of scientific texts

o Effective communication of information – both in writing (e.g., writing a popular science magazine article based on a research paper from a journal article) and in speaking (group oral presentation, pair and group discussion, sharing of experiences, reflections and views)

• Extending students’ research skills including searching and utilising foreign language scientific literature concerned with new technologies and the development of various skills and competencies in young children

• Developing students’ organisational skills (e.g., effective cooperation and project preparation in a group, preparation and organisation of an interview with a parent/ caregiver of a young child).

Literatura: (tylko po angielsku)

Herodotou, C. (2018). Young children and tablets: A systematic review of effects on learning and development. Journal of Computer Assisted Learning, 34(1), 1-9.

Marsh, J. (2016). The digital literacy skills and competences of children of pre-school age. Media education, 7(2), 178-195.

Marsh, J., Lahmar, J., Plowman, L., Yamada-Rice, D., Bishop, J., & Scott, F. (2020). Under threes’ play with tablets. Journal of Early Childhood Research, 1476718X20966688.

Marsh, J., Plowman, L., Yamada‐Rice, D., Bishop, J., Lahmar, J., & Scott, F. (2018). Play and creativity in young children's use of apps. British Journal of Educational Technology, 49(5), 870-882.

Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early years, 36(3), 227-241.

Plowman, L., & McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33.

Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4), 18-19.

Uwagi: (tylko po angielsku)

Online meetings via MS Teams.

Team link: https://teams.microsoft.com/l/team/19%3afe5c94aa85b64ec0a3c67e70eeadfc91%40thread.tacv2/conversations?groupId=aa62fd18-ab44-4399-a322-4b0f88299725&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86

Contact hours: 15 h

Weakly/fortnightly assignments: 20 h

Written assignments: 15 h

Group presentation assignment: 15 h

ECTS points: 2

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie.
kontakt deklaracja dostępności USOSweb 7.0.0.0-7 (2024-02-19)