PEDAGOGY, ICT (INFORMATION AND COMMUNICATION TECHNOLOGY) AND INSTRUCTIONAL DESIGN

Course Information
TitleΠΑΙΔΑΓΩΓΙΚΗ, ΤΠΕ ΚΑΙ ΔΙΔΑΚΤΙΚΟΣ ΣΧΕΔΙΑΣΜΟΣ / PEDAGOGY, ICT (INFORMATION AND COMMUNICATION TECHNOLOGY) AND INSTRUCTIONAL DESIGN
CodeΥΜ23
FacultyEducation
SchoolPrimary Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorHelen Drenoyianni
CommonNo
StatusActive
Course ID600017637

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

Registered students: 162
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course214

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600205287
Course Type 2021
Specific Foundation
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction)
Prerequisites
General Prerequisites
The module is compulsory and is being offered to 1st year students. Knowledge of basic skills in operating and using a variety of information and communication technologies is a significant requirement.
Learning Outcomes
By the end of the course, students will be expected: To familiarize themselves with the process of integrating ICT use in teaching and learning. To be able to classify, organiza and categorize educational software applications and review - evaluate their advantages and limitations. To demonstrate in practice that they can use a variety of digital media and resources in the processes of teaching and learning a range of Primary curriculum subjects.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Module Aim: The theoretical examination and practical understanding of issues related to the pedagogical use of traditional and modern educational technologies and the systematic investigation of the processes entailed in the design, creation, use, evaluation and management of various teaching media and learning resources. Learning Objectives: Within the duration of the course, students will hopefully:  Investigate the multi-dimensional role of Information and Communication Technologies (ICTs) in the Primary school curriculum.  Develop awareness of the multi-faceted educational technologies and software applications available for school use and examine the processes and practicalities of using ICTs in the teaching and learning of various curriculum subjects.  Approach in theoretical and practical terms the teaching and learning opportunities of using the Internet and Web 2.0 technologies in education. Module Content: The content of this module is developed around four main thematic areas which may be analyzed as follows: The pedagogical use of educational technologies in teaching practice: Issues of design, selection and use of teaching media and learning materials.  Integrating ICT in the process of teaching  Types and taxonomies of educational technologies, media and materials with an emphasis on educational software  Characteristics, advantages and limitations of educational technologies, media, and materials.  Criteria of selecting educational technologies, media, and materials for use in the classroom.  Lab activities Teaching and Learning through ICT tools – Social Sciences and Humanities  The use of ICT in teaching and learning Language arts and History  Educational Software for Language Arts and History  Lab activities concerned with the development of educational materials Teaching and Learning through ICT tools – Mathematics and Natural Sciences  The use of ICT in teaching and learning Mathematics, Natural and Environmental Sciences  Educational Software for Mathematics and Natural Sciences  Lab activities concerned with the development of educational materials The use of the Internet in Education  Educational materials, tools and software on the World Wide Web – Web 2.0 technologies and services  Issues of evaluating online educational materials and websites  Communication through the Internet  Learning by Distance  Lab activities concerned with the development of online educational materials Organization and methodology: The module is consisted of four main thematic areas, each of which has a duration of 10-13 hours. A high percentage of teaching and learning time (65%) is going to be taught through exposition and presentation by tutor, group discussions, whole-class demonstrations and activities. The remaining time (35%) is involving hands-on practical lab exercises in which students will be required to create and develop educational materials in a systematic and organized fashion.
Keywords
Educational technology, ICT, instructional media, educational software, Web 2.0
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • 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
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures782.6
Laboratory Work100.3
Reading Assigment90.3
Written assigments200.7
Exams30.1
Total1204
Student Assessment
Description
Students are normally assessed by: (1) Α portfolio containing the lab exercises/assignments, all concerned with the design, creation and development of educational media and learning resources (50% of the final grade). (2) Written or oral examinations concerned with the analysis of the theoretical part of the course (50% of the final grade). The main evaluation criteria used are concerned with content coverage, structure and quality of organization, format, appearance and editing of the text.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Exam with Problem Solving (Formative, Summative)
  • Labortatory Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell (2005) Educational Technology for Teaching and Learning (3rd Edition). NY: Prentice Hall
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. Cuban, Larry. The Classroom Use of Technology Since 1920. New York: Teachers College Press, Columbia University, 1986. Cuban, L., & Cuban, L. (2009). Oversold and underused: Computers in the classroom. Harvard University Press. 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. Loveless, A. (2003). Creating spaces in the primary curriculum: ICT in creative subjects. Curriculum journal, 14(1), 5-21. Loveless, A. (1996). The role of IT: Practical issues for the primary teacher. Cassell. 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., Selwood, I., & Riding, R. (2002). Searching Using ‘Microsoft® Encarta™’. Education and Information Technologies, 7(4), 333-342. Ντρενογιάννη, Ε. (2000) “Αλληλεπιδραστικά Πολυμέσα: Η Περίπτωση των εγκυκλοπαιδικών εκδόσεων και της εκπαιδευτικής τους αξιοποίησης”. Στο Κόμης, Β. (Επιμ.) Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην Εκπαίδευση. Πάτρα: Εκδόσεις Νέων Τεχνολογιών. Ντρενογιάννη, Ε. (2010) Το «νέο σχολείο» και ο ρόλος των ΤΠΕ ως φορέων εκπαιδευτικής μεταρρύθμισης. Στο Τζιμογιάννης, Α. (Επιμ.) Τεχνολογίες της Πληροφορίας και της Επικοινωνίας στην εκπαίδευση. Κόρινθος: Εκδόσεις Νέων Τεχνολογιών. Beauchamp, G. (2011). Interactivity and ICT in the primary school: categories of learner interactions with and without ICT. Technology, Pedagogy and Education, 20(2), 175-190. Foshay, R., & Ahmed, M. I. (2000). A practical process for reviewing and selecting educational software. Technical Paper.(ERIC Document reproduction service No. ED 464 608). McDougall, A., & Squires, D. (1995). A critical examination of the checklist approach in software selection. Journal of Educational Computing Research, 12(3), 263-274. Squires, D., & MacDougall, A. (1994). Choosing and Using Educational Software: A Teacherʼs Guide. Routledge.
Last Update
05-01-2022