DIGITAL LITERACY
| Title | ΨΗΦΙΑΚΟΣ ΓΡΑΜΜΑΤΙΣΜΟΣ / DIGITAL LITERACY |
| Code | ΕΜ78 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Helen Drenoyianni |
| Common | No |
| Status | Active |
| Course ID | 600017646 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)
Registered students: 72
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 4 |
| Academic Year | 2020 – 2021 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600183295
|
Class Schedule
| Building | |
| Floor | - |
| Hall | Εξ αποστάσεως (900) |
| Calendar | Παρασκευή 12:00 έως 15:00 |
Course Type 2021
Specific Foundation
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600183295
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=6231
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Instruction)
Prerequisites
General Prerequisites
The module is elective and is being offered to 3rd year students. Knowledge of basic skills in operating and using a variety of information and communication technologies is a significant requirement.
Learning Outcomes
Students are expected by the end of the course:
-To study the conceptual approaches of digital literacy and its relationship to other contemporary and collateral literacies of the digital.
- To learn and familiarize themselves with the aims and the contents of a variety of digital literacy curricula, placing emphasis on the Greek ICT curriculum.
- To design, prepare, organize, create and evaluate teaching and learning activities aiming at the development of digitally literate pupils.
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
- Work in an interdisciplinary team
- Design and manage projects
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Aim and Learning Objectives:
The examination and analysis of theoretical issues related to the concept and the characteristics of digital literacy, as well as the practical study of teaching knowledge, attitudes, skills and abilities concerned with digital literacy in the context of Primary Education. In particular, within the duration of the course students will hopefully:
• Understand and critically analyse the historical, social and economical avenues of digital literacy.
• Study the conceptual approaches of digital literacy and its relationship to other contemporary and collateral literacies of the digital.
• Familiarize themselves with the processes of developing digitally literate students, understand the subject matter of digital literacy and its role into the school curriculum.
• Approach in practical terms the processes of designing, preparing, organizing and evaluating teaching and learning activities aiming at the development of digitally literate pupils.
Module Content – Thematic Areas:
The content of the module is consisted of five main thematic areas, which may be summarized as follows:
• Information Society and Technological revolution –Contemporary approaches of European policy towards the integration of digital literacy in education.
• Historical review of the concept of digital literacy and its dimensions – Technocentric and pedagogical conceptual understandings.
• Digital literacy and its relationship to other literacies (media literacy, visual literacy, information literacy, ICT literacy,etc)
• The role and the content of digital literacy in primary school curricula. The Greek Informatics Curriculum.
• Teaching digital literacy in schools – The knowledge, the skills, the abilities and the attitudes.
Organization and Methodology:
The module is consisted of five main thematic areas, each of which has a duration of 3 to 7 hours. The module’s content is going to be taught through lectures and presentations, group discussions, whole-class demonstrations and activities. A part of the lesson (18 hours at least) is involving hands-on practical lab exercises in which students will be required to design and develop digital educational media and materials.
Keywords
digital literacy, media literacy, ICT literacy, digital divide, ICT curriculum
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 Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
The subject matter of the course is directly related to the use of ICT tools in every aspect of the teaching and learning process.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.6 | ✓ | ||
| Laboratory Work | 17 | 0.6 | ✓ | ✓ | |
| Reading Assigment | 10 | 0.3 | ✓ | ||
| Written assigments | 15 | 0.5 | ✓ | ✓ | |
| Total | 120 | 4 |
Student Assessment
Description
The module is assessed primarily through a portfolio of laboratory work. Students will be assessed through assignments concerned with the design and creation of educational materials. Assignments are delivered successively within the duration of the course and students are provided with an initial feedback given at the draft stage. Final assignments are expected to be handed in within the exam period. The main evaluation criteria used for assessing assignments are concerned with content coverage, structure and quality of organization, format, appearance and editing of the text. Apparently, evaluation criteria differ from one assignment to the other and students are informed about them through written directions accompanying the announcement of the subject of the written essay.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Labortatory Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Buckingham, D.(2008) Εκπαίδευση στα ΜΜΕ: Αλφαβητισμός, μάθηση και σύγχρονη κουλτούρα. Αθήνα: Ελληνικά Γράμματα Α.Ε.
Kron, Friedrich W. (2007) Διδακτική των μέσων : Νέα μέσα στο πλαίσιο διδακτικών και μαθησιακών διαδικασιών, Αθήνα : Gutenberg - Γιώργος & Κώστας Δαρδανός,
Additional bibliography for study
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.
Ντρενογιάννη, Ε., Stergioulas, L., Κάμτσιου, E. και Koskinen, T (2007) Οι προοπτικές και τα όρια των διαδικασιών συμμετοχικής διαμόρφωσης ενός ενιαίου πλαισίου εκπαίδευσης για τον «ψηφιακό γραμματισμό», Στο Καψάλης, Γ. Δ.. και Κατσίκης, Α.Ν. (Επιμ.) "Η Πρωτοβάθμια Εκπαίδευση και οι προκλήσεις της εποχής μας", Πρακτικά Εισηγήσεων του ομώνυμου συνεδρίου, Ιωάννινα: Πανεπιστήμιο Ιωαννίνων.
Γρόλλιος, Γ. (1999) Ιδεολογία, Παιδαγωγική και Εκπαιδευτική Πολιτική: Λόγος και πράξη των Ευρωπαϊκών Προγραμμάτων για την Εκπαίδευση. Αθήνα: Gutenberg.
Giddens, A. (2002) Ο κόσμος των ραγδαίων αλλαγών. Πως επιδρά η παγκοσμιοποίηση στη ζωή μας. Αθήνα: ΜΕΤΑΙΧΜΙΟ.
Gilster, P. (1997) Digital Literacy. New York: John Wiley & Sons, Inc.
Sloan, D. (Ed)(1985) The Computer in Education: A Critical Perspective. London: Teachers College Press.
Tyner, K. (1998) Literacy in a digital world: Teaching and Learning in the Age of Information. New Jersey: Lawrence Erlbaum Associates, Inc.
Robins, K. και Webster, F. (2002) Η Εποχή του Τεχνοπολιτισμού: από την Κοινωνία της Πληροφορίας στην εικονική ζωή. Αθήνα: Καστανιώτης.
Webster, F. (2002) Theories of the Information Society. New York: Routledge.
Howton, D. (1999) Computers in the Classroom – Lower & Middle Levels. London: Prim-Ed Publishing.
Κελεσίδης, Β. και Κουνελάκης, Κ. (2005) Οι Τεχνολογίες Πληροφορίας και Επικοινωνίας στο Δημοτικό Σχολείο: 69+1 δραστηριότητες στο εργαστήριο πληροφορικής. Θεσσαλονίκη: Μορφωτική Εστία Καλαμαριάς. Δαπόντες,
Ν., Ιωάννου, Σ., Μαστρογιάννης, Ι., Τζιμόπουλος, Ν., Τσοβόλας, Σ. και Αλπάς, Α. (2003) Ο Δάσκαλος Δημιουργός. Αθήνα: Εκδόσεις Καστανιώτη.
Mackay, F. and Carrier, S. (2000) Developing ICT Skills – Years 2 to 6. Leamington: Hopscotch Educational Publishing
Last Update
05-01-2022
