ICT IN EDUCATION
| Title | ΤΠΕ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ / ICT IN EDUCATION |
| Code | ΚΥΜ.201 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Helen Drenoyianni |
| Common | No |
| Status | Active |
| Course ID | 80003715 |
| Academic Year | 2017 – 2018 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600118561
|
Course Type 2016-2020
- Background
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600118561
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=8231
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction)
Learning Outcomes
This project module aims to provide a critical examination of practice, research and development in the area of Information and Communication Technology in Education by offering students the opportunity for to carry out a small-scale study or research project related to some area of digital technologies in education.
On completion of this module, students should be able to:
Develop critical understanding of contemporary issues in ICT and education and the implications of digital technology use in teaching and learning.
Use research methodology in order to investigate a particular professional issue in the area of ICT in education and appreciate its educational and practical significance.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The module is planned in relation to students’ interests, professional and educational background and may involve a practical evaluation, analysis and development of digital materials and resources, classroom based investigation or other forms of research and development in the area of ICT in education. Students will be engaged in collaborative research design, conduct and evaluation and student teams may choose to investigate any topic related to the following areas:
ICT in the Curriculum–Policy Initiatives
Digital Literacy
Online Learning – Use of the Internet in education - Online communities
Professional Development: Teacher training and Teacher education in ICT
Teaching and Learning with ICT
ICT use and informal educational settings – Edutainment
Keywords
ICT, digital media, project module, educational research, online environments
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
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
Description
The educational activities of the module will be supported by a range of learning materials and resources (books, articles, presentations, research reports, software etc), as well as the use of Moodle/elearning.auth, Skype and Big Blue Button platforms.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 30 | ✓ | |||
| Reading Assigment | 30 | ✓ | ✓ | ||
| Project | 120 | ✓ | ✓ | ||
| Written assigments | 120 | ✓ | ✓ | ||
| Total | 300 |
Student Assessment
Description
Project assignment (6.000 - 8.000 words) - 90% of the final grade
Cooperation skills and contribution to the work of other research teams - 10% of the final grade
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Formative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
Drenoyianni, Η. and Selwood, I.D. (1998) “Conceptions or Misconceptions?” Primary Teachers’ Perceptions and Use of Computers in the Classroom”. In Education and Information Technologies, Vol.3, No.2, June 1998, pp.87-99.
Ντρενογιάννη, Ε. και Πριμεράκης, Γ. (2008) Ψηφιακά σενάρια διδασκαλίας για το Δημοτικό σχολείο: Η διερεύνηση του περιεχομένου τους με έμφαση στα δομικά, μορφολογικά και μεθοδολογικά στοιχεία σχεδιασμού. Στο περιοδικό Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση, Τόμος 1, Τεύχος 2.
Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell (2005) Educational Technology for Teaching and Learning (3rd Edition). NY: Pentice Hall
Cuban, L., & Cuban, L. (2009). Oversold and underused: Computers in the classroom. Harvard University Press.
Drenoyianni, H. (2004). Designing and implementing a project-based ICT course in a teacher education setting: rewards and pitfalls. Education and Information Technologies, 9(4), 387-404.
Drenoyianni H. & Stergioulas L.K. (2011) (eds) Pursuing Digital Literacy in the School New Literacies series, Peter Lang Publishing Group, New York,pp. 269.
Drenoyianni, H. and Mylona, I. (2004) “Commenting on the Nature and Attributes of ICT in Education”. In Malpica, F., Friedrich, W. and Tremante, A. (Eds) Education/ Training and Information/ Communication Technologies and Applications, Orlando-Florida: International Institute of Informatics and Systemics.
Miles, M. B., & Huberman, A. M. (1984). Qualitative data analysis: a sourcebook of new methods; Qualitative data analysis: a sourcebook of new methods.
Altheide, D. (1987) "Ethnographic Content Analysis." Qualitative Sociology 10: 65-77.
Altheide, D., Coyle, M., De Vriese, K., & Schneider, C. (2008) Emergent Qualitative Document Analysis. In Nagy Hesse-Biber, S and Leavy, P. (Eds) Handbook of Emergent Methods. New York: Guilford Press.
Bowen, G. (2009) Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27-40.
Brown, M. B. (2006) Survey Article: Citizen Panels and the Concept of Representation. In The Journal of Political Philosophy: Volume 14, Number 2, 2006, pp. 203–225.
Cooper, H. (2010) Research Synthesis and Meta-Analysis: A Step-by-Step Approach. Lond.SAGE Publications Ltd.
Cooper, H.M. (1988) Organizing Knowledge Synthesis: A Taxonomy of Literature Reviews. Knowledge in Society 1, 104-126.
Davies, P. (2000a) Qualitative Research Methods in Evidence-Based Policy and Practice. In H.T.O.
Davies, P. (2000b) The Relevance of Systematic Reviews to Educational Policy and Practice. Oxford Review of Education, Vol. 26, Nos. 3&4, 2000, pp 365-378.
Gastil, J. And Levine, P. (Eds) (2005) The Deliberative Democracy Handbook. Published by Jossey Bass, San Francisco.
N.K. Denzin and Y.S. Lincoln (eds) Handbook of Qualitative Research (2nd ed.). Sage, CA
Kennedy, M. (2007) Defining a Literature. Educational Researcher 36: 139-147.
Wimpenny, K., Savin-Baden, M., Mawer, M., Steils, N. And Tombs, G. (2012) Unpacking Frames of Reference to Inform the Design of Virtual World Learning in Higher Education. In Australasian Journal of Educational Technology, V.28, No 3 (special Issue), pp.522-545.
Wodak, R. and Meyer, M. (2002) Methods of Critical Discourse Analysis. London: Sage.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Bryman, A. (2005). Quantitative Data Analysis with SPSS Release 12 and 13: A Guide for Social Scientists. Routledge.
Last Update
06-07-2016
