Games and Sport with ICT Support I

Objectives

There are several educational challenges that secondary education faces and from which the FE is not left out. Two of them are those faced by this subject: On the one hand, we want to face the constant digitalization that changes the paradigms of relationships between people and educational contexts through the knowledge, analysis and debate of the implications of this reality. On the other hand, we also want to face 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 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 area of physical education in 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 School

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

Learning outcomes

LO1. Plans, develops and evaluates the teaching activity in the area of Physical Education 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 one's own personal and professional capabilities 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 relate 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 ICT inclusion
4. Social networks, exchange and cooperation

Evaluation

Evidence of achievement of learning outcomes (RO) is assessed using rubrics that will be made known at the beginning of the course. The percentage distribution of this evidence, the dimension of the CDD that evaluates each evidence and its relationship with the ROs is as follows:

• Evidence 1. 30% - Educational project. On 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 relationship. Dimension 5 (RA2 and RA3).
• Evidence 4. 10% - Monitoring report. Dimension 2 and 4 (RA3 and RA5).

Consideration 1. Due to the experiential nature of the subject, to pass it is an essential criterion to have attended 80% of the classes of the subject.

Consideration 2. On the other hand, to pass the subject it is not an essential criterion to pass all the learning evidence. 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 may be improved within the deadlines indicated. In this case, however, only 3 of the 4 points that may be awarded may be obtained. On the other hand, due to the procedural nature of Evidence 2 and 3, the grades obtained are not improveable.

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's activity will be necessary and explicit at the same time as the methodologies that will be implemented will involve 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 masterful 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.