Duration
12h Th
Number of credits
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
* EU DigComp frameworks (DigComp.org, DigCompEdu, DigComp 2.2 (Citizens)) Digital section of the Manual, Technical, Technological and Digital Training (FMTTN) framework, corresponding to the partial adaptation of DigComp Citizen for pupils (and teachers) in the French Community of Belgium
* Typologies of educational uses of digital technology
* Added value of using digital technology
* Models for integrating ICT in education
* Educational resources in the field of digital technology
* Resources for evaluating digital teaching practices
* Selective bibliography focusing on the key concepts presented in the 'learning outcomes' sections
Learning outcomes of the learning unit
- Mastering the (European) framework of digital skills for teachers and students, and their implementation in the Wallonia-Brussels Federation (FWB).
- Debunking a series of myths and fears related to the integration of digital technology in education (digital natives, automatic positive effect of digital technology on motivation, etc.).
- Analysing teaching situations that involve different types of digital technology for teaching/learning purposes
- Understanding different factors (facilitating elements and obstacles, successes and failures, etc.) related to the implementation of learning scenarios. that integrate digital technology in order to analyse different classroom practices
- Using various models for integrating digital technology into training to analyse praticies
- Understand and use the concept of the educational added value or reduced value of digital technology
- Learn how to use tools for assessing digital skills
- Analyse the educational quality of educational software
- Consider ICT as constructed media
- Develop a reflective approach to the use of digital technology in your practices as a learner and future teacher
- Identify how ICT can contribute to developing learners' media literacy, including information literacy
- Develop forms of attention to the materiality of digital media (planned obsolescence, environmental aspects, click workers, etc.)
Prerequisite knowledge and skills
Planned learning activities and teaching methods
In addition to face-to-face sessions, the course will include synchronous and asynchronous distance learning sessions to enable students to experience digital learning activities, familiarise themselves with different types and scenarios of use, and draw inspiration from their experiences for their future professional practices.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
In addition to face-to-face sessions, the course will include synchronous and asynchronous distance learning sessions to enable students to experience digital learning activities, familiarise themselves with different types and scenarios of use, and draw inspiration from their experiences for their future professional practices.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
- Référentiels Européens DigComp (DigComp.org, DigCompEdu et DigComp 2.2 (Citizens))
- Référentiel FMTTN de la FWB (2019) + (2022)
- Plan stratégie numérique de la FWB (2019)
- Plateforme PIX : évaluation de compétences numériques et parcours de formation; https://pix.org/fr-be/
- Amadieu, F. & Tricot, A. (2014). Apprendre avec le numérique. Mythes et réalités. Retz, Savoirs pratiques.
- Fievez, A. (2017). L'intégration des TIC en contexte éducatif. Presses Universitaires du Québec.
Exam(s) in session
Any session
- Remote
written exam
Written work / report
Further information:
The assessment will be a written assignment focusing on:
- the design of an activity integrating digital technology into the student's subject area and their reflective analysis based on the content covered in the course (techno-pedagogical models, digital skills, educational added value, myths related to digital technology, etc.). This activity must contain all the elements necessary for its implementation: methodological approach, digital creation (or example of creation) and the link to access it, student worksheets, etc.
- Analysis of an activity integrating digital technologies, found on an online resource site, based on the content covered in class (techno-pedagogical models, digital skills, educational added value, myths related to digital technology, etc.).
The rules concerning the use of AI in force at ULiège must be respected. In addition, any use of AI must be explained in detail in the work and must be referenced like all other sources. The teacher reserves the right to summon the student to a meeting and to apply the sections provided for in the study regulations.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
carole.delforge@hers.be