Literary Education and I.C.T
| Title | Λογοτεχνική Εκπαίδευση και ΤΠΕ / Literary Education and I.C.T |
| Code | ΔΜΔΜ202 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Venetia Apostolidou |
| Common | No |
| Status | Active |
| Course ID | 600015086 |
Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)
Registered students: 8
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Didaskalía, Máthīsī kai Technologíes tīs Plīroforías kai tīs Epikoinōnías (TPE) | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600134744
|
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600134744
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
Basic knowledge both on Literary Education and ICT in Education are needed.
Learning Outcomes
With the successful completion of the course the students will:
1. Become familiar with the theory about reading and writing in print and on screen, mainly as far as childern and adolescents are concerned.
2. Know in depth the theoretical background of the implementation of ICT in literature teaching.
3. Become familiar with the digital environments in which literature is produced, disseminated and commented.
4. Know specific digital tools and digital platforms which support literature teaching.
5. Design teaching scenarios based on specific digital tools and platforms.
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 autonomously
- Work in teams
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
1. The concepts of literacy, literary reading and literary education. Basic concepts of literature education.
2. Reading on screen. Children, adolescents and internet.
3. Literature in new digital environments.
4. Digital stories in literature classroom.
5. Digital platforms of the Centre for Greek Language.
6. Digital book clubs in school.
7. Digital platforms for the promotion of reading and writing among children
Keywords
literary education, literature and internet, digital storytelling, digital book clubs
Educational Material Types
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Description
Teaching and all students' assignments need ICT.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Seminars | 40 | 1.3 | |||
| Reading Assigment | 50 | 1.7 | |||
| Project | 100 | 3.3 | |||
| Written assigments | 90 | 3 | |||
| Tutorials in the office | 21 | 0.7 | |||
| Total | 301 | 10.0 |
Student Assessment
Description
The course is a seminar. Students have to study certain articles or book chapters and reflect on them in each meeting. At the same time they undertake research projects individually or in pairs. They presend the process of their projects in class. At the end of the semester they turn in their final essay.
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Formative)
- Report (Formative)
Bibliography
Course Bibliography (Eudoxus)
Στα ΠΜΣ δεν δικαιούνται δωρεάν συγγράμματα
Additional bibliography for study
Αποστολίδου Β., Δ. Κόκορης, Μ. Μπακογιάννης & Ε. Χοντολίδου (επιμ.), Λογοτεχνική ανάγνωση στο σχολείο και στην κοινωνία, Αθήνα, Gutenberg, 2018.
Αποστολίδου Β., Λ. Κουντουρά, Κ. Προκοπίου, Ε. Χοντολίδου, Πρόγραμμα Σπουδών για τη διδασκαλία της λογοτεχνίας στο Δημοτικό Σχολείο http://ebooks.edu.gr/new/ps.php
Β. Αποστολίδου, «Η λογοτεχνία στα νέα περιβάλλοντα των ΤΠΕ: Κυβερνολογοτεχνία και e-books, ψηφιακές κοινότητες αναγνωστών, δημιουργική γραφή και αφήγηση στον ψηφιακό κόσμο». Κέντρο Ελληνικής Γλώσσας, 2012 http://www.greeklanguage.gr/sites/default/files/digital_school/3.1.2_apostolidou.pdf
Παναγιώτης Παντζαρέλας, «Τα βασικά εργαλεία των ΤΠΕ στη διδασκαλία της λογοτεχνίας και οι χρήσεις τους: περιβάλλοντα παραγωγής λόγου, λογισμικά παρουσίασης και διαδίκτυο», Κέντρο Ελληνικής Γλώσσας, 2012.
http://old.greek-language.gr/sites/default/files/digital_school/3.1.2_pantzarelas_0.pdf
Carr, Nicholas, The Shallows: How the Internet is Changing the Way we Think, Read and Remember, London, Atlantic Books, 2010.
Δημήτρης Κουτσογιάννης, Εφηβικές πρακτικές ψηφιακού γραμματισμού και ταυτότητες, Θεσσαλονίκη, Κέντρο Ελληνικής Γλώσσας, 2011.
Bernard Robin & Sarah McNeil, “What Educators Should Know about Teaching Digital Storytelling”, Digital Education Review , 22 (December 2012) http://greav.ub.edu/der/
Ειρήνη Γαμβρού, Διαδίκτυο και Λογοτεχνία: Έρευνα αναγνωστικής συμπεριφοράς των χρηστών του Διαδικτύου και αξιοποίησή της στη διδασκαλία της Λογοτεχνίας στη Δευτεροβάθμια εκπαίδευση. Διδακτορική Διατριβή, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης ΑΠΘ, 2016,
Last Update
18-09-2022
