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Lecturer(s)
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Řezníček Ondřej, PhDr. Ph.D.
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Course content
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1. Historical development of the use of digital technologies in accordance with different theories of education and their projection into the present. 2. Selection and adaptation of existing digital resources suitable for use in guided activities at the MŠ. 3. Creation of own digital resources suitable for use in the MŠ and their organization, preservation and sharing. 4. Idea and concept maps. 5. Development of information and media literacy of future teachers in the Kindergarten. 6. Safe and responsible use of digital technologies by future teachers in the Kindergarten. 7. Feedback in conjunction with the use of digital technologies in the Kindergarten. 8. Encouraging independent and collaborative work in the use of digital technologies by teachers and children in the Kindergarten. 9. Development of preconcepts of computational thinking within digital competence in children in kindergarten without digital technologies. 10. Development of preconcepts of digital thinking within digital competence in children in kindergartens with digital technologies. 11. Problem solving through digital technologies. 12. Reflection on the use of digital resources in the Kindergarten. 13. Continuous professional development coupled with engagement in professional communication on the use of digital technologies in Kindergarten.
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Learning activities and teaching methods
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- Contact hours
- 26 hours per semester
- Individual project (40)
- 40 hours per semester
- Presentation preparation (report) (1-10)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| find digital materials to support learning. |
| Skills |
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| demonstrate the necessary level of literacy when working with text; |
| work with a variety of digital devices at a user level. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| interpret the possibilities of using digital technologies in the educational process in accordance with the development trends. |
| find concrete examples for different areas of open technologies with possible applications; |
| compare different standards, rules and recommendations related to the use of digital technologies; |
| Skills |
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| distinguish between different concepts of digital literacy; |
| evaluate the contribution of each current trend in the use of digital technologies in education in relation to active monitoring and knowledge of the stages of previous development; |
| to justify, on the basis of analysis, the choice of topics and resources for the creation of individual digital learning supports; |
| create a set of educational activities supported by digital technologies. |
| Competences |
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| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Lecture supplemented with a discussion |
| Multimedia supported teaching |
| Textual studies |
| Skills |
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| Seminar |
| Multimedia supported teaching |
| Textual studies |
| Individual study |
| Competences |
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| Lecture supplemented with a discussion |
| Seminar |
| Textual studies |
| Task-based study method |
| Individual study |
| assessment methods |
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| Knowledge |
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| Portfolio |
| Continuous assessment |
| Skills |
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| Portfolio |
| Peer evaluation of students |
| Seminar work |
| Formative evaluation |
| Competences |
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| Portfolio |
| Continuous assessment |
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Recommended literature
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Dobiáš, Václav. Digitální technologie v mateřské škole. České Budějovice. 2019.
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Kalaš, Ivan. Premeny školy v digitálnom veku. Prvé vydanie. 2013. ISBN 978-80-10-02409-4.
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Kalaš, Ivan. Spoznávame potenciál digitálnych technológií v predprimárnom vzdelávaní. Bratislava. 2011.
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Maněnová, M. a S. Pekárková. Algoritmizace s využitím robotických hraček pro děti do věku 8 let. České Budějovice. 2019.
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Petrus. Sada přednášek pro předmět: Digitální technologie v preprimárním vzdělávání. Ústí nad Labem. 2019.
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Puerling, B. Teaching in the Digital Age for Preschool and Kindergarten: Enhancing Curriculum with Technology. .
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Rogers-Whitehead, Carrie. Digitální rodičovství: jak pomoci dětem vybudovat si zdravý vztah k technologiím. Praha. 2022.
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