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: 156
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course214

Class Information
Academic Year2023 – 2024
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600250882
Course Type 2021
Specific Foundation
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
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 understand the processes of designing instruction To familiarize themselves with the process of integrating ICT use in teaching and learning. 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)
The theoretical examination and practical understanding of issues related to instructional design and the pedagogical use of traditional and modern educational technologies. The systematic investigation of the processes entailed in the design, creation, use, evaluation and management of various teaching methods, media and learning resources. The content of this module is developed around three main thematic areas which may be analyzed as follows: Thematic Unit 1: Education and Instructional Design. The role of Educational Technology. Learning theories and the design of instruction Thematic Unit 2: Principles of instructional Design. The processes of teaching and learning. Models of lesson planning. Learning objectives, instructional strategies, teaching formats and educational media Thematic Unit 3: 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
Keywords
Instructional design, educational technology, ICT, digital media
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • 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 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
Lectures602
Laboratory Work240.8
Reading Assigment100.3
Written assigments250.8
Exams30.1
Total1224.1
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, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative, Summative)
  • Written Exam with Problem Solving (Summative)
  • Labortatory Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell (2009) 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. 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. 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.
Last Update
14-02-2024