PEDAGOGY, ICT AND INSTRUCTIONAL DESIGN
| Title | ΠΑΙΔΑΓΩΓΙΚΗ, ΤΠΕ ΚΑΙ ΔΙΔΑΚΤΙΚΟΣ ΣΧΕΔΙΑΣΜΟΣ / PEDAGOGY, ICT AND INSTRUCTIONAL DESIGN |
| Code | ΥΠΜ8 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Helen Drenoyianni |
| Common | No |
| Status | Active |
| Course ID | 600024051 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 1 | 1 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 344
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 1 | 1 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Instructors from Other Categories | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278105
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278105
- eLearning:
Language of Instruction
- Greek (Instruction, Examination)
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
This course is intended to equip prospective teachers with the knowledge and skills required for designing and organizing instruction and familiarize themselves with the pedagogical use of ICT tools. By the end of the course, students will be expected:
To understand the processes of designing instruction through the application of principles and concepts related to instructional design and educational technology
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
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Design and manage projects
- Advance free, creative and causative thinking
Course Content (Syllabus)
The course is divided into two sections: Theory and Laboratory Work. The theoretical part of the course is concerned with the examination and practical understanding of issues related to instructional design and the pedagogical use of traditional and digital 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 the module is developed around three main thematic areas which may be analyzed as follows:
Thematic Unit 1: Education Science and Didactics. The field of Educational Technology - Conceptualizations. Learning theories and Instructional Design
Thematic Unit 2: Principles and processes of designing effective instruction. The processes of teaching and learning. Lesson planning. Learning objectives, instructional strategies, teaching formats, types of instructional activities and educational media.
Thematic Unit 3: The role of ICT in education. Methods of integrating ICT tools in teaching and learning. Issues of design, selection and use of teaching media and learning materials. Design and development of digital learning materials.
The Laboratory section of the course is compulsory for every registered student and is dedicated to the design and development of digital learning materials. Lab work ranges from 6 to 12 hours per student per term.
Keywords
Education Science, Didactics, ICT, Teaching & Learning
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
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 60 | ||||
| Laboratory Work | 25 | ||||
| Reading Assigment | 25 | ||||
| Written assigments | 20 | ||||
| Exams | 20 | ||||
| Total | 150 |
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)
- Written Exam with Problem Solving (Formative, 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
• Σοφός, Α., Κώστας, Α., Παράσχου, Β., Σπανός, Δ., Γιασιράνης, Σ., Τζόρτζογλου, Φ., & Βρατσάλη, Ν. (2023). Σχεδιασμοί εκπαιδευτικού υλικού & τεχνολογίες για την ψηφιακή εκπαίδευση [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-170
• Πυργιωτάκης, Ι., (2000). Εισαγωγή στην παιδαγωγική επιστήμη. Αθήνα: Ελληνικά Γράμματα.
• Καψάλης, Α. και Νημά, Ε. (2015) Σύγχρονη Διδακτική. Θεσσαλονίκη: Εκδόσεις Πανεπιστημίου Μακεδονίας.
• Ματσαγγούρας, Η. (1999). Θεωρία και πράξη της διδασκαλίας. Αθήνα: Gutenberg.
• Ματσαγγούρας, Η. (2007). Στρατηγικές διδασκαλίας. Η κριτική σκέψη στη διδακτική πράξη. Αθήνα: Gutenberg.
• Τζιμογιάννης, Α. (2019). Ψηφιακές Τεχνολογίες και Μάθηση του 21ου αιώνα. Αθήνα: Κριτική.
• Σοφός, Α., Βρατσάλης, Κ. (Επιμ.) (2014). Παιδαγωγική Αξιοποίηση των Νέων Μέσων στην Εκπαιδευτική Διαδικασία. Αθήνα: ΙΩΝ.
• Roblyer, M.D.(2009) Εκπαιδευτική Τεχνολογία και Διδασκαλία. Αθήνα:Εκδόσεις Έλλην
• Ντρενογιάννη, Ε., & Ζέρβα, Ε. (2021). Η Επαυξημένη Πραγματικότητα στη διδασκαλία: Η περίπτωση του Ηλιακού Συστήματος. Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση, 14, 19-36.
• Ντρενογιάννη, Ε. (2005). Οι ΤΠΕ στην Εκπαίδευση Εκπαιδευτικών: Σκοποί, Στόχοι και Περιεχόμενα, Μεθοδολογικές και Οργανωτικές Αρχές. Στο Τζιμογιάννης, Α.(επιμ.). Πρακτικά Εργασιών 3ου Πανελλήνιου Συνεδρίου. Διδακτική της Πληροφορικής, 7-9.
• 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.
Last Update
28-03-2024
