Information and Communication Technologies in Education

Course Information
TitleΤεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση / Information and Communication Technologies in Education
CodeΔΠΔΜ201
FacultyEducation
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorHelen Drenoyianni
CommonNo
StatusActive
Course ID600015085

Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)

Registered students: 10
OrientationAttendance TypeSemesterYearECTS
Didaskalía, Máthīsī kai Technologíes tīs Plīroforías kai tīs Epikoinōnías (TPE)Compulsory Course1110
Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Class ID
600201637
Course Type 2021
Specialization / Direction
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction)
Learning Outcomes
Aim: The theoretical examination and critical analysis of integrating ICT in teaching and learning, as well as the practical conceptualization of using a variety of digital tools, resources and equipment in the context of the scholar academic - social efficiency paradigm for education Outcomes:After completing this course students will be able: To describe and differentiate paradigms of integrating ICT in the school curriculum To describe and understand, in the context of the scholar academic-social efficiency paradigm, a variety of models of ICT integration into teaching and learning Το transform basic theoretical assumptions of the academic - social efficiency paradigm for education, teaching and learning to practice and apply principles of instructional design into the processes of designing, creating, use and evaluation of digital educational tools, resources and equipment. To analyze, understand and evaluate contemporary issues of the impact of using ICT into teaching and learning
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
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Thematic Unit 1: The impact of using ICT in learning outcomes - Reviewing the results of significant experimental studies, surveys, meta-analytical studies and case studies - Critical examination of the effects of ICT in the outcomes of teaching and learning, generalizable conclusions. Thematic Unit 2: Educational theories and integration of ICT in the school curriculum - Discussion and analysis of the scholar academic theory, paradigm of social efficiency, Learner/Child Centered theory, and Social reconstruction paradigm - Differentiated roles of ICT integration Thematic Unit 3: The academic/social efficiency paradigm for education - Basic principles and assumptions - Description and understanding of ICT integration into the academic/social efficient school Thematic Unit 4: Instructional Design issues - Models of using ICT on the processes of teaching and learning (21st Century Skills, TPACK, Unesco Framework, SAMR, ISTE Framework: NETS for Students, NETS for Teachers) Thematic Unit 5: Teaching and learning social studies and humanities with ICT - Central avenues of using ICT in the school programs of study - Examples of teaching and learning materials, tools software and equipment Thematic Unit 6: Teaching and learning sciences and mathematics with ICT - Central avenues of using ICT in the school programs of study - Examples of teaching and learning materials, tools software and equipment
Keywords
ICT, models of ICT integration, school curriculum, instructional design
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • Interactive excersises
  • 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 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
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.6✓
Seminars30.1✓
Laboratory Work270.9✓
Reading Assigment742.5✓✓
Project581.9✓✓
Written assigments602✓✓
Total30010
Student Assessment
Description
Students are normally assessed through formative and summative forms of evaluation. Formative evaluation procedures include the design, development and implementation of public presentations. Summative evaluation includes the development of written essays and educational material
Student Assessment methods
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
  • Report (Summative)
  • Labortatory Assignment (Summative)
Bibliography
Additional bibliography for study
Hamilton, B. (2015). Integrating technology in the classroom: Tools to meet the need of every student. International Society for Technology in Education. Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson Canada. Magaña, S., & Marzano, R. J. (2011). Enhancing the art & science of teaching with technology. Solution Tree Press. Kopp, K. N. (2015). Integrating Technology into the Curriculum 2nd Edition. Teacher Created Materials. Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works. Ascd. Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. Routledge. Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell (2005) Educational Technology for Teaching and Learning (3rd Edition). NY: Pentice Hall Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education and Information Technologies, 11(3-4), 199-216. Loveless, A., & Ellis, V. (Eds.). (2001). ICT, pedagogy and the curriculum: Subject to change. Psychology Press. Roblyer, M.D.(2009) Εκπαιδευτική Τεχνολογία και Διδασκαλία. Αθήνα:Εκδόσεις Έλλην Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. Journal of Research on Technology in Education (JRTE, International Society for Technology in Education (ISTE) - http://www.iste.org/learn/publications/journals/jrte-old.aspx Journal of Technology and Teacher Education (JTATE) - http://aace.org/pubs/jtate/ Partnership for 21st Century Skills. 2010. Framework for 21st Century Learning. http://www.21stcenturyskills.org/index.php?Itemid=120&id=254&option=com_content&task=view Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441 Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Online Learning Journal, 18(2). Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. TechTrends, 60(5), 433-441 Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Online Learning Journal, 18(2). Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127-140. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2011). UNESCO ICT competency framework for teachers. ISTE Standards for Educators – 2017 (leaflet) ISTE Standards for Educators - A guide for Teachers (ebook) 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. 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.
Last Update
11-09-2022