Games and Sport with ICT Support I

Objectives

There are several educational challenges that secondary education faces and from which the Physical Education Department is not left out. Two of them are those that this subject faces: On the one hand, we want to deal with the constant digitalization that changes the paradigms of relationships between people and educational contexts through knowledge, analysis and debate of the implications of this reality. On the other hand, we also want to deal with the constant change in the needs of students in recent years linked to the uncertainties of the future, so much studied already, and which also modifies the teaching challenges that secondary school teachers have to face, through the implementation of open teaching strategies that promote exchange and collaboration.

Objectives

• Strengthen students' digital literacy in order to promote their present and future professional empowerment.
• Discover specific digital resources that promote innovation in teaching methodologies in the physical education area of Secondary Education.
• Implement and analyze proposals or specific examples of inclusion of digital communication environments and tools in the area of Physical Education in Secondary

The achievement of these objectives will be conveyed through the development of the students' Digital Teaching Competence (CDD), in accordance with the proposal defined by the Generalitat de Catalunya. Of the 5 dimensions described in the CDD, the subject will explicitly evaluate the development of three of them (Dimensions 1, 3 and 5), according to specific evaluation criteria that will be defined on the first day of class.

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Learning outcomes

LO1. Plans, develops and evaluates the teaching activity in the Physical Education area using different digital resources.

LO2. Uses digital dissemination platforms and digital social networks to interact with new knowledge, to constantly train and interact with other Physical Education professionals.

LO3. Reflect on your own personal and professional abilities in relation to the different areas of professional practice

LO4. Recognizes the value and problems of social networks in the Secondary education stage, using them as a didactic support strategy in the area of Physical Education.

LO5. Uses digital strategies and social networks to engage educationally with students and is capable, through this use, of accompanying secondary school students in using them in a positive way.

Content

1. Information and digital culture
2. Educational challenges of the 21st century and digital competence
3. Didactic bases for the inclusion of ICT
4. Social networks, exchange and cooperation

Evaluation

The evidence of achievement of the learning outcomes (RA) is evaluated by means of rubrics that will be known at the beginning of the course. The distribution in percentages of these evidences, the dimension of the CDD that evaluates each evidence ¨ncia and its relationship with the RAs is this:Â

• Evidence 1. 30% - Educational project. About Dimension 1 of the CDD (RA1, RA4 and RA5).
• Evidence 2. 30% - Digital social networks. Dimension 3 (RA2, RA4 and RA5).
• Evidence 3. 30% - Personal-professional story. Dimension 5 (RA2 and RA3).
• Evidence 4. 10% - Follow-up report. Dimension 2 and 4 (RA3 and RA5).

Consideration 1. Due to the experiential nature of the subject, in order to pass it is essential to have attended 80% of the subject's classes.

Consideration 2. On the other hand, to approve the subject it is not an essential criterion to approve all the evidence of learning. It is only necessary that the weighted average of the evidence is equal to or greater than 5.

Consideration 3. Due to the final nature of Evidence 1 and 2, in the event that the subject is failed, the tasks can be improved within the deadlines indicated. In this case, however, only 3 of the 4 points that can be awarded can be obtained. On the other hand, due to the procedural nature of Evidence 2 and 3, the grades obtained cannot be improved.

Methodology

The subject's methodology is based on the idea learning by doing. And that is why if the subject promotes digital literacy or the discovery of methodological strategies through digital environments and teaching management strategies. Therefore, the digitalization of the subject activity will be necessary and explicit at the same time as the methodologies that will be implemented will imply digitalization, collaboration and the constant exchange of knowledge among the students themselves. It is for these two reasons that the sessions will have an active and digital character to the detriment of the masterly and analog development of concepts. The subject encourages students to incorporate digital devices (tablets, computers or phones) in the day-to-day life of the classroom.