TECH aims to offer you the best quality in each academic space, so here you will find a high academic level content and the ease of choosing when, where and how to study"

Due to the high levels of learning and good results achieved in primary school students who have implemented the use of New Technologies and Gamification, TECH has prepared this Postgraduate diploma for the teaching of the future teacher and update the real demands of students who currently require a much more dynamic teaching.

The graduate will have the ability to make good use of ICT in the primary education classroom and will enable innovative teaching. It will also define strategies for adapting the game to the routine dynamics of the classroom, creating spaces for creativity and allowing students to design their own content based on historical facts and on what they have learned in class.

Likewise, the student of this academic program will learn to define methodological strategies of the didactic unit, establish his or her teaching project according to the current curricular unit. They will master new techniques for the evaluation of each subject, generating diverse activities through games and will understand, among other relevant aspects, the current importance of visual culture.

All this and much more is reflected in the extensive agenda of this program, designed by specialists chosen by TECH for the teaching of New Technologies and Gamification in Geography and History in Primary Education. This will be done through a variety of resources, video summaries, testing and retesting, complementary readings, images, diagrams, among other varied content, available 24 hours a day, from the most modern and secure online campus. Thus, in 450 hours the student will acquire a new professional profile in accordance with the demands of today's world. 

To innovate in the teaching of Geography and History in Primary School you must know the most modern resources. In this Postgraduate diploma you will find them"

This Postgraduate diploma in New Technologies and Gamification in Geography and History in Primary Education contains the most complete and up-to-date scientific program on the market. The most important features include:

• The development of case studies presented by experts in Geography and History Teaching for Primary School
• The graphic, schematic, and practical contents with which they are created, provide practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

If you want to innovate and capture the attention of your elementary school students, with the study of this Postgraduate diploma you will achieve it. Enroll now and live the best educational experience"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this educational program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the student will be assisted by an innovative interactive video system created by renowned experts. 

You will learn in detail the most innovative and educational games and their relationship with ICT in the school environment, during the development of this academic program"

You will advance hand in hand with the best teachers who have selected the most complete content for you to learn how to use New Technologies and Gamification in Geography and History in Primary Education"

With a structure and content designed by specialists in the subject of study, this Postgraduate diploma aims to provide the graduate with the most specific knowledge about New Technologies and Gamification in Geography and History in Primary Education. There will be 450 hours of study organized at the student's convenience, according to his or her own schedule, with no restrictions. You will have a series of detailed videos, research articles, further reading, images, diagrams and much more. All accessible from your favorite device with internet connection, a convenient and cutting-edge way to study.

This program contains the most important news about Technologies and Gamification for the teaching of Geography and History in Primary School"

Module 1. Educational Programs and Teaching Units

1.1. Purpose and Use of Teaching Units

1.1.1. What Is a Teaching Unit? 
1.1.2. Objectives and Purpose in Teaching

1.2. Programming Teaching Units

1.2.1. Necessary Components
1.2.2. Contents: Conceptual, Procedural and Attitudinal

1.3. Methodological Strategies in Teaching Units

1.3.1. Methods to Create Teaching Units
1.3.2. Techniques to Develop Teaching Units

1.4. Activities and Estimated Times

1.4.1. Theoretical Tasks for Teaching Units
1.4.2. Practical activities for Teaching Units
1.4.3. Estimating Time Spent on Activities. Schedule
1.4.4. Teaching Resources: Space, Texts, Documents and Other Materials

1.5. Resources for Teaching Units

1.5.1. Spaces
1.5.2. Written Documents
1.5.3. Other Materials

1.6. Assessment Criteria

1.6.1. Assessment Techniques
1.6.2. Assessment Activities and Tools
1.6.3. Student Grading: Monitoring Mechanisms

1.7. Other Components

1.7.1. What Teaching Units Contribute to Students' Basic Competencies
1.7.2. Attention to Diversity
1.7.3. Unit Summary Charts
1.7.4. Programming Conclusions

1.8. Teaching Units in Social Sciences

1.8.1. Preliminary Considerations
1.8.2. Elaborating Teaching Units in Social Sciences: Content Justification
1.8.3. General and Specific Competencies in the Subject
1.8.4. Syllabus Planning
1.8.5. Teaching Unit Design and Structure in Social Sciences

1.9. Educational Methods and Strategies Used in Social Sciences

1.9.1. Incorporating the Historical Method in Teaching of Social Sciences
1.9.2. Cooperative Strategies to Rebuild Social Knowledge: Problem Solving, Simulations, Case Studies, etc.

Module 2. Using New Technologies in Geography and History in Primary School

2.1. Introduction to ICT in Education: Evolution and Impact

2.1.1. Modernizing the Classroom: The First Attempts
2.1.2. Evolution of Technologies in Education
2.1.3. Impact on the Educational and Sociological Development of Student

2.2. Main Functions and Integration Levels

2.2.1. Basic Functions of ICT in the Classroom. A Complement to Education
2.2.2. ICT as a Social Integration Tool

2.3. Advantages and Disadvantages of ICT in the Classroom. Good Practices

2.3.1. Advantages of its Application in School
2.3.2. Disadvantages of its Application in School
2.3.3. Recommendations for Use during Class

2.4. Images as an Educational Resource

2.4.1. Images as Basic Graphic Documents in Education
2.4.2. Current Importance of Visual Culture
2.4.3. Complexity of Image Reading and Application in the Classroom: Coherence between Content and Age

2.5. Videos and Teaching Application

2.5.1. Video Functionality in Class
2.5.2. Videos as Learning Mediators, as opposed to Other Media.

2.6. ICT in Geography and History

2.6.1. How to Approach Social Sciences Using New Technologies
2.6.2. Assessing Students' and Schools' Technological Availability
2.6.3. List of ICTs Applicable to Geography and History for Primary School Children

2.7. Cultural Heritage, Museums and ICT

2.7.1. Towards Updating Cultural Heritage Services and Dissemination
2.7.2. ICT for Students in Heritage Monuments
2.7.3. The New Concept of Museum: ICT and School Visitors

2.8. Art Education and ICT Suitability

2.8.1. What Is Art Education? Contributions to Child Development and Link to Geography and History
2.8.2. Creativity through New Technologies. Educational Resources
2.8.3. Advantages and disadvantages of ICT in arts education

2.9. New Proposals for Technological Resources and Application in the Classroom

2.9.1. Communication, Debate and Collaboration Tools
2.9.2. File Sharing and Organization Tools
2.9.3. Mobile Applications
2.9.4. Virtual Reality 3D Projects and Others

Module 3. Shall we play in class?

3.1. Games in the Classroom Theory, evolution and importance as a learning tool

3.1.1. What Is Didactic Play? Theoretical Approaches and Other Points of View
3.1.2. Educational Objectives and Purpose of Games
3.1.3. Evolution of Games in the Classroom
3.1.4. Play and Developing Skills by Areas

3.2. Memory vs. experience. Advantages and Disadvantages

3.2.1. Aspects of Memorizing Data: Beneficial or Counterproductive? Its Application in Games
3.2.2. The Role Played by the Senses as a Game Tool

3.3. Relevant Aspects of How it Works in Teaching. Games as Socializers and transmitters of Values

3.3.1. Exploiting Games for Educational Purposes
3.3.2. Teaching to Play and Learning by Playing
3.3.3. Strategy for Attention to Diversity
3.3.4. Studying Psychological Activities during Games

3.4. Designing Games in Class: Guidelines

3.4.1. General Characteristics of Didactic Games
3.4.2. Steps to Prepare Them
3.4.3. Didactic Games Format
3.4.4. The Rules of Games
3.4.5. Available Materials

3.5. The Role Played by Teachers in Games

3.5.1. Skills
3.5.2. Preliminary Suggestions prior to Playing Games
3.5.3. Models and Patterns
3.5.4. The Teacher's Role during the Activity

3.6. Games and ICT

3.6.1. Introducing Technology in Games
3.6.2. Significant Examples

3.7. Geography and Games

3.7.1. Geographic Components Games Must Include
3.7.2. Significant Examples

3.8. History and Games

3.8.1. Historical Components Games Must Include
3.8.2. Significant Examples

3.9. Cultural Heritage: Another Playground

3.9.1. Initiation to Studying Heritage through Games
3.9.2. Playing with Heritage: Methods and Contributions to Learning
3.9.3. Significant Examples

The best choice for your professional future. You will study under the guidance of the most reputable teachers and with the most innovative educational methodology in the current pedagogical market. Enroll now 100% online"