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Lecturer(s)
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Brandejsová Jana, PhDr. Ph.D.
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Course content
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1. Psychohygienic and pedagogical-psychological aspects of pupils' work with digital devices, educational software, and AI tools. 2. Digital devices and artificial intelligence as means of supporting teaching and learning, implementation in school practice. 3. Practical possibilities of implementing AI into educational practice (ChatGPT, Microsoft Copilot, Google Gemini, Claude). 4. Working with the internet and AI assistants in primary education - developing pupils' critical thinking and digital competences. 5. Verifying sources and processing information for educational purposes with AI support - strengthening the digital information literacy of teachers and pupils. 6. Didactic potential of digital presentations in teaching, principles of effective presentation. 7. Using AI content generators in the creation of presentations (PowerPoint Designer, Gamma.app, Prezi, Canva). 8. Generative AI in multimedia creation - texts, images, music, videos; developing the digital creativity of teachers and pupils. 9. Ethical and legislative aspects of using AI in education - age limits, GDPR, teacher responsibility. 10. Construction of basic geometric figures in the dynamic mathematics software GeoGebra. 11. Working with geometric relations in GeoGebra. 12. Using the GeoGebra.org web platform for educational purposes and developing mathematical digital competences. 13. Formative and summative assessment of students' outputs - using AI for feedback, methodological recommendations (NPI, AI in Schools, AI for Children), and joint evaluation of student presentations.
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Learning activities and teaching methods
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Discussion, Multimedia supported teaching, Seminar classes, Individual study
- Contact hours
- 26 hours per semester
- Graduate study programme term essay (40-50)
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| The student is expected to have basic user skills in working with Microsoft 365 and Google Workspace tools. |
| Basic computer literacy is assumed. |
| To understand, master, and clearly explain the fundamental concepts of information technology. |
| To search for and process information from the internet for the preparation of teaching activities. |
| Skills |
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| The student is expected to have basic user skills in working with Microsoft 365 and Google Workspace tools. |
| use a personal computer and work with data files |
| use a word processor |
| create and work with tables and graphs |
| create computer presentations |
| use the Internet |
| Competences |
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| N/A |
| N/A |
| N/A |
| N/A |
| learning outcomes |
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| Knowledge |
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| Knowledge of pedagogical-psychological and psychohygienic aspects of pupils' work with digital devices and AI tools. |
| formulate and evaluate the advantages and disadvantages of the use of multimedia in initial teaching |
| Understanding the possibilities of using artificial intelligence and digital technologies to support learning, create teaching materials, and develop digital competences. |
| Knowledge of the principles of working with dynamic mathematics software GeoGebra and its application in mathematics teaching at primary schools. |
| Skills |
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| To know whether the conditions of occupational hygiene are met when pupils work with computers. |
| To assess the quality of the tutorial from a didactic point of view. |
| to use the Internet in the teaching process as a source of information and a communication tool |
| to design and process a PowerPoint presentation suitable for inclusion in the teaching at the first level of primary school |
| to design and process a GeoGebra worksheet suitable for inclusion in the teaching at the first level of primary school |
| Ability to use AI tools (ChatGPT, Copilot, Gemini, etc.) for creating, editing, and reflecting on teaching materials. |
| Skills in creating digital presentations and multimedia content with the support of AI generators (texts, images, music, videos). |
| Ability to design and implement constructions in GeoGebra and apply them for didactic purposes in mathematics education. |
| Competences |
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| N/A |
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| teaching methods |
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| Knowledge |
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| Seminar classes |
| Multimedia supported teaching |
| Individual study |
| Discussion |
| One-to-One tutorial |
| Skills |
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| Seminar |
| Multimedia supported teaching |
| Individual study |
| One-to-One tutorial |
| Competences |
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| Seminar classes |
| Individual study |
| assessment methods |
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| Knowledge |
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| Seminar work |
| Self-evaluation |
| Skills |
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| Seminar work |
| Skills demonstration during practicum |
| Self-evaluation |
| Competences |
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| Seminar work |
| Skills demonstration during practicum |
| Self-evaluation |
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Recommended literature
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. Council of Europe adopts first international treaty on artificial intelligence. .
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AI dětem. .
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AI E-BEZPEČÍ. .
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Akt o umělé inteligenci. .
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Co je umělá inteligence a jak ji využíváme?. .
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informace z Internetu.
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Jak by měl vypadat prompt?. .
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Národní strategie umělé inteligence. .
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NPI ? doporučené pro používání umělé inteligence na základních a středních školách. .
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Rámcový vzdělávací program pro základní vzdělávání. .
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Umělá inteligence, které pomáhá učitelům s přípravami na výuku. .
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64 tipů ? Jak využít AI (nejen) ve školství. .
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Brdička, B. Učení s počítačem. Praha: PřF UK, 1996.
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Černochová, Miroslava; Komrska, Tomáš; Novák, Jaroslav. Využití počítače při vyučování : náměty pro práci dětí s počítačem. 1. vyd. Praha: Portál, 1998. ISBN 80-7178-272-6.
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Slavík, Jan. Počítač jako pomocník učitele : efektivní práce s informacemi ve škole. 1. vyd. Praha: Portál, 1997. ISBN 80-7178-149-5.
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