Class Didatics of Informatics I

The course unit Didactics of Informatics I is part of the Master's in Teaching Informatics (1st semester) and is dedicated to didactic-techno-pedagogical (TPACK) training of future Informatics teachers, within the scientific area of Didactics, articulating pedagogical and technological content based on the European DigCompEdu framework and the National Strategy for Digital Education. It focuses on the critical analysis of national and international curricula and guidelines for teaching Informatics and ICT, critical reading of Portuguese curricular documents, ethical and security issues in the use of digital technologies, and self-assessment of digital teaching competence in light of DigCompEdu. Taught in the 1st semester, the course plays a foundational role, providing the conceptual, curricular and ethical-technological bases for the pedagogical practice to be developed throughout the study cycle.

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Articulated, non-linear contents: Theme 1 - Informatics, computer science and ICT: conceptual and curricular clarification. Theme 2 - Didactics of Informatics as a research and curricular development area. Theme 3 - Historical perspective of digital technologies and Informatics in curricula; international trends and references; projections of curricular futures. Theme 4 - Analysis of curricular guidelines and programmes for the 500-Informatics subject group; mapping competences and active methodologies; planning didactic sequences. Theme 5 - Ethical and security issues: privacy, data protection, intellectual property, digital citizenship and ICT sustainability. Theme 6 - DigCompEdu European Framework: structure, competence areas and application to IT teaching. Theme 7 - Transversal axes: applying technical concepts in real contexts and integrating the TPACK model (TK, PK, CK).

Active methodologies: simulations, micro-teaching and AI-supported co-design of didactic sequences, combining flipped classroom with documentary research, anchored in TPACK. Flipped classroom: students analyse reference documents (DigCompEdu, official programmes, PASEO) beforehand via reading briefs and LMS forums; in class, fishbowl dynamics, mini-debates, micro-teaching and AI-simulated co-design take place; a group produces a multimedia synthesis posted to the LMS. Documentary research: students map curricular initiatives, innovative projects and ethical dilemmas in scientific journals, producing evidence tables and critical syntheses presented in class. The course favours didactic design workshops, complex problem-solving, class simulations and small-scale action research, with DigCompEdu-based diagnostic activities.

Cibotto & Oliveira (2017). TPACK - Conhecimento tecnológico e pedagógico do conteúdo. Imagens da Educação, 7(2), 11-23. Cheng (2019). Factors influencing acceptance of visual programming environment in primary schools. Computers in Human Behavior, 92, 361-372. Dagiene, Hromkovi¿ & Lacher (2021). Designing informatics curriculum for K-12 education. Informatics in Education, 20(3), 333-360. DGE (2020). Aprendizagens essenciais na disciplina de TIC. European Commission (2020). Digital Action Plan 2021-2027. Lucas & Moreira (2018). DigCompEdu: quadro europeu de competência digital para educadores. UNESCO (2018). ICT Competency Framework for Teachers. Mishra & Koehler (2006). Technological Pedagogical Content Knowledge. Teachers College Record, 108(6), 1017-1054. Ministério da Educação/DGE (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Sentance, Barendsen, Howard & Schulte (2023). Computer Science Education: Perspectives on Teaching and Learning in School. Bloomsbury.