New Technologies in the Home of a Young Child - Educational Tool or Distraction? [00-0F-NTH]
Semestr letni 2020/2021
Konwersatorium,
grupa nr 1
Przedmiot: | New Technologies in the Home of a Young Child - Educational Tool or Distraction? [00-0F-NTH] | ||||||||||||||||||
Zajęcia: |
Semestr letni 2020/2021 [2020L]
(zakończony)
Konwersatorium [KON], grupa nr 1 [pozostałe grupy] |
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Termin i miejsce:
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każdy piątek, 17:10 - 18:45
(sala nieznana) |
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Terminy najbliższych spotkań:
Kliknij w datę by zobaczyć tygodniowy plan z zaznaczonym spotkaniem. |
Wszystkie zajęcia tej grupy już się odbyły - pokaż terminy wszystkich spotkań.
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Liczba osób w grupie: | 20 | ||||||||||||||||||
Limit miejsc: | 13 | ||||||||||||||||||
Prowadzący: | Małgorzata Korko | ||||||||||||||||||
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. |
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Zakres tematów: |
(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. |
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Metody dydaktyczne: |
(tylko po angielsku) Didactic methods: The sessions are organised in the form of interactive activities that consits of: - Individual work - Pair work (e.g., recollecting personal experiences regarding technology use and sharing it with a partner) - Group work (e.g., drawing up a "healthy technological diet" plan) - Discussion in the class - Quizzes - assessing peers' oral presentation - providing ratings and constructive feedback to peers |
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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) |
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Uwagi: |
konw. w jęz. obc. I DUPC + I DUPE |
Właścicielem praw autorskich jest Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie.