Course Information
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Repousi
Course ID600017578

Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2019-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses534

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
By the end of this course students will be able to:  act as teachers in various teaching environments by applying alternative forms of teaching and learning  use sufficiently the ICT and to ensure their instrumentaliazation during the teaching and learning process  be knowledgeable about searching, entering and processing digital history material  study the special instructive and pedagogical characteristics of digital applications and software within the framework of historical teaching  deepen the epistemological considerations on the usage and exploitation of ICT’s benefits to the teaching of history  understand the researching approaches related with the utilization of ICT in the framework of history teaching  distinguish the special features of digital material in the framework of history teaching  use virtual tools for the planning and formation of the suitable environment for the promotion of learning based on research by taking into consideration the contemporary pedagogical and instructive methods, the age of the learners, their abilities and interests  apply his/her knowledge of planning, developing, selecting, using and assessing various instructive means and learning material in order to create the ideal conditions for learning based on research during the history course  detect the possible difficulties and avoid any misconceptions regarding the use and exploitation of the digital history material  reinforce the learners’ relationship with history by taking advantage of the research abilities that internet offers  try cross-curricular approaches in order to multiple the learning profits  contribute to the constructing of historical knowledge by promoting the multiple aspects of the prospective historical and digital literacy
General Competences
  • Work autonomously
  • Work in teams
  • Design and manage projects
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
New technologies are used throughout the course. During the lectures students work on the lab’s PCs in order to organize learning activities relating to the specific topic and technological tool presented in each lecture. Powerpoint presentations, video and audio clips and educational software are used during the lecture. Το communicate with students outside the classroom, email, the module’s page on Elearning, or videoconferences through Skype are used. Last, students are assessed formatively during the term by working in groups or individually on the module Wiki in the module’s page in Elearning. The summative assessment is completed by handing in their assignments either by email or through the relevant application in Elearning.
history education, digital history
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • 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
Course Organization
Laboratory Work200.7
Student Assessment
Students are assessed through individual or group assignments which they will hand in through email on the day and time that will be determined during the term. The topic of the assignment will be chosen by the students in agreement with the lecturer. Possible topics include: • Lesson plan for the teaching of a history unit with the use of ICTs: Choose a topic from the history textbook for the 5th and 6th grade of primary school and plan your teaching with the use of new technologies. Each topic must be taught in a period of 4-6 teaching hours. (GROUP ASSIGNMENT) • Lesson plan using as a primary learning tool an historical film of computer game. (INDIVIDUAL ASSIGNMENT) • Creation of a teacher’s portfolio. (INDIVIDUAL ASSIGNMENT) • Creation of a database of websites and internet material on history and history education. (GROUP ASSIGNMENT) • Creation of historical maps. (INDIVIDUAL ASSIGNMENT) The lesson plan should be 8-10 pages long and cover the material and learning activities for 4-6 teaching hours. If a topic can be covered in less hours it can still be chosen as an assignment topic, as long as it is self-contained. Each participant in the group will be graded on the basis of the group assignment. Students who fail to pass the module in June can participate in the September exams period by creating an individual lesson plan for a teaching unit that will be completed during two teaching hours. The assignment must be 4-5 pages long.
Student Assessment methods
  • Written Assignment (Formative, Summative)
Course Bibliography (Eudoxus)
Μαυρομμάτη, Μ. (2018). e- Αρχαία Ιστορία: Διδακτικές προτάσεις με τη χρήση πηγών. Θεσσαλονίκη: Γράφημα. Κωδικός στον Εύδοξο: 77119772 Ρεπούση, Μ. Αναγνώστου, Γ., Ανδρεάδου, Χ., Γκόγκολας, Σ. Ποταχίδης, Α. & Τσιβάς, Α. (2010). Από τα ίχνη στις μαρτυρίες. Θεσσαλονίκη: Γράφημα. Κωδικός στον Εύδοξο: 77119772
Additional bibliography for study
Arthur, J. & Phillips, R. (2004). Issues in history teaching. London & New York : RoutledgeFalmer Berson, M. J., Lee, J. K., & Stuckart, D. W. (2001). Promise and Practice of Computer Technologies in the Social Studies: A Critical Analysis. In W. B. Stanley (Ed.). Critical Issues in Social Studies Research for the 21st Century (pp.209-229). Greenwich, Conn.: Information Age Publishing. Brush, T., & Saye, J. W. (2009). Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46-59. Cantu, A. D. & Warren, W. J. (2003). Teaching History in the Digital Classroom. New York: M.E. Sharpe. Cohen, D. & Rosenzweig, R. (2006). Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web. Philadelphia: University of Pennsylvania Press. Diem, R. (2000). Can It Make a Difference? Technology and the Social Studies. Theory and Research in Social Education, 28(4), 493-501. Friedman, A. M., & Hicks, D. (2006). The state of the field: Technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education, 6(2), 246-258. Haydn, T. & Councell, C. (2003). History, ICT and Learning in the Secondary School. London: RoutledgeFalmer. Haydn, T., Arthur, J., & Hunt, M. (Eds.) (2001). Learning to Teach History in the Secondary School: A Companion to School Experience. London: RoutledgeFalmer. Hofer, M. & Swan, K. O. (2006). Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom, Social Studies Research and Practice 1(1):120-144. Kee, K. (2014). Pastplay: Teaching and Learning History with Technology. Ann Arbor: University of Michigan Press. Kelly, T. M. (2013). Teaching History in the Digital Age. Ann Arbor: University of Michigan Press. Lévesque, S. (2008). Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press. Mavrommati M., Bousiou- Makridou D., Corbeil, P. (2013). Learning to “do history” through gameplay, The Computer Games Journal, Vol. 2 N. 1, Candlemas 2013. Available online at http://tcjg.weebly.com/mavrommati-et-al.html Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Robinson, C. & McKnight, D. (2007). Technologized democracy: A critique on technology's place in social studies education. Technology. Humanities, Education & Narrative 4: http://thenjournal.org/feature/131/ Staley, D. (2002). Computers, Visualization, and History: How New Technology Will Transform Our Understanding of the Past. New York: M. E. Sharpe. Swan, K., & Hicks, D. (2007). Through the democratic lens: The role of purpose in leveraging technology to support historical inquiry in the social studies classroom. International Journal of Social Education, 21(2), 142-168. Tardif, J. (1999). The challenges of the information and communication technologies facing history teaching. Strasbourg: Council of Europe Publishing. Taylor, T. & Young, C. (2003). Making History: A Guide for the Teaching and Learning of History in Australian Schools. National Centre for History Education. Wiley, J. & Ash, I. (2005). Multimedia Learning in History. In R. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning (pp.375-391). Cambridge University Press. VanSledright, B. (2002). In Search of America's Past: Learning to Read History in Elementary School. New York: Teachers College Press Δαβάκη , Κ., Κονταξή, Μ., Στούμπα, Α., Χαλκίδης, Α. (2017). Αξιοποίηση web2.0 υπηρεσιών και εφαρμογών για την υποστήριξη της διδασκαλίας φιλολογικών μαθημάτων «Υποστηρίζοντας τις διαστάσεις του χώρου και του χρόνου με αφορμή την ελληνική επανάσταση», 5ο Πανελλήνιο Συνέδριο «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», Αθήνα, 24 Απριλίου 2017. Δελιόπουλος, Γ. (2015). Δημιουργικές Δραστηριότητες με Χρήση των ΤΠΕ στην Τοπική Ιστορία. 4ο Πανελλήνιο Συνέδριο «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», 2015. Θεσσαλονίκη, 30 Οκτωβρίου- 1 Νοεμβρίου 2015. Κούτρας, Γ., Τζιμογιάννης, Α. (2015). Σχεδιασμός και Μελέτη Μιας Διαθεματικής Παρέμβασης Κινητής Μάθησης στα Πλαίσια του Μαθήματος της Ιστορίας ΣΤ’ Δημοτικού, 4ο Πανελλήνιο Συνέδριο «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», Θεσσαλονίκη, 30 Οκτωβρίου- 1 Νοεμβρίου 2015. Κολέρδα, Σ. (2015). Τα Παιδιά αφηγούνται την Ιστορία… Ψηφιακά. 4ο Πανελλήνιο Συνέδριο «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», Θεσσαλονίκη, 30 Οκτωβρίου- 1 Νοεμβρίου 2015. Μαυρομμάτη, Μ. (2018). Δυνατότητες και περιορισμοί της χρήσης ηλεκτρονικών παιχνιδιών ως εργαλείων μάθησης στο μάθημα της ιστορίας. 3ο Πανελλήνιο Συνέδριο: «Εκπαίδευση στον 21ο αιώνα: αναζητώντας την καινοτομία, την Τέχνη, τη δημιουργικότητα», Αθήνα, 20-22 Απριλίου 2018. Μαυρομμάτη, Μ. (2018). Συνεχιζόμενη εκπαίδευση εκπαιδευτικών: μια πρόταση διδασκαλίας για τη διδακτική της ιστορίας με νέες τεχνολογίες. 11o Πανελλήνιο Συνέδριο της Παιδαγωγικής Εταιρίας Ελλάδος, «Βασική και συνεχιζόμενη εκπαίδευση των εκπαιδευτικών σε ένα σύνθετο και μεταβαλλόμενο περιβάλλον», Πάτρα, 23-25 Νοεμβρίου 2018. Μαυρομμάτη, Μ. (2019). Διδασκαλία της ιστορίας με φιλμ μυθοπλασίας: αναπτύσσοντας τον κινηματογραφικό γραμματισμό και την ιστορική γνώση, 4ο Πανελλήνιο Συνέδριο ΕΚΕΔΥΣΙ, Παιδαγωγικής Εταιρείας Ελλάδος και Κολλεγίου Αθηνών «Εκπαίδευση στον 21ο αιώνα: Σχολείο και Πολιτισμός». 10-12 Μαΐου 2019. Σαββοπούλου, Μ., Μπρατίτσης, Θ. (2017). Η ψηφιακή αφήγηση ως μέσο πολιτιστικής μάθησης, 5ο Πανελλήνιο Συνέδριο «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», Αθήνα, 24 Απριλίου 2017.
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