Learning and Teaching with Technology

Course Information
TitleΕκμάθηση και Διδασκαλία με Χρήση Τεχνολογίας / Learning and Teaching with Technology
CodeΕΚΠ 511
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600004056


Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Glṓssa, Logotechnía kai PSīfiaká Mésa stīn EkpaídeusīCompulsory CourseWinter/Spring-7.5

Class Information
Academic Year2016 – 2017
Class PeriodSpring
Class ID
Type of the Course
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Required Courses
  • ΕΚΠ 593 Research Methods
  • ΕΚΠ 511 Learning and Teaching with Technology
Learning Outcomes
Students are expected to acquire knowledge and skills in order to choose and use a range of various technological tools for groups of learners of various ages language levels.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Τhe term “technology” refers to advancements in the methods and tools we use to solve problems or achieve a goal. In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are trying to accomplish. The particular course aims to provide students with knowledge and skills related to the choice and use of appropriate technological tools for foreign language teaching.
Τ.Π.Ε., τεχνολογία στην εκπαίδευση
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Podcast
  • Audio
  • Multimedia
  • Interactive excersises
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
The particular course takes place exclusively in labs where students are given the opportunity to have hands-on experience in order to familiarize themselves with various educational tools. The material as well as the lectures are uploaded on the elearning platform and the communication with the students takes place via emails.
Course Organization
Laboratory Work782.8
Reading Assigment128.14.7
Student Assessment
Students are assessed on the basis of their ability to familiarize themselves and to use successfully a variety of technological tools in order to design and create instructional material. In particular, their formative assessment is based on their ability to employ educational tools in order to create educational material for a particular target group. Their summative assessment is based on a paper they are required to submit where they present their choice of the educational tools for the design of instructional material based on relevant literature.
Student Assessment methods
  • Written Assignment (Summative)
  • Labortatory Assignment (Formative)
Additional bibliography for study
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxomony of educational objectives. New York: Longman. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman. Clapp, W. C., Rubens, M. T., Sabharwal, J., & Gazzaley, A. (2011). Deficit in switching between functional brain networks underlies the impact of multitasking on working memory in older adults. Publications of the National Academy of Sciences, 108, 7212-7217. Creed, T. (1997). PowerPoint, No! Cyberspace, Yes. National Teaching and Learning Forum, 6(4), 5-7. Ellis, Y., Daniels, B., & Jauregui, A. (2010). The Effect of multitasking on the grade performance of business students. Research in Higher Education, 8(1) 1-11. Fox, S. (2011) Americans Living with Disabilities and Their Technology Profile. Pew Internet and the American Life Project. Available at http://www.pewinternet.org/Reports/2011/Disability.aspx Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education, 15(1), 46-65. Jansen, J. (2010). Use of Internet in Higher Income Households. Pew Internet and the American Life Project. Available at http://www.pewinternet.org/Reports/2010/Better-off-households/Overview.aspx Lloyd, J. M., Dean, L. A., & Cooper, D. L. (2007) Students’ technology use and its effects on peer relationships, academic involvement, and healthy lifestyles. NASPA Journal, 44(3), 481-495. Mazzie, L. (2008, October 27). Is a laptop–free zone the answer to the laptop debate [Web log post]? Retrieved from http://law.marquette.edu/facultyblog/2008/10/27/is-a-laptop-free-zone-the-answer-to-the-laptop-debate/ Northern Michigan University Instructional Design and Technology. (2010). Suggestions for laptop use in classrooms. Retrieved from http://idt.nmu.edu/laptopuse.php
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