Background, GeneralKnowledge, Scientific Area, Skill Development

The course supports students in the development of knowledge, skills and abilities for the design, development and implementation of learning activities/scenarios in the context of which the above educational programming environments are appropriately utilized.

Upon completion of the modules of the course, students are expected to be able to:

·         distinguish and describe the characteristics of educational programming environments (programming software, robotics systems, microcontrollers, mobile devices) (MA9)

·         describe the contribution of educational programming environments to the development of Computational thinking competence (MA9, MA11)

·         discern the contribution of their educational identity to the use of educational programming environments in teaching and learning (MA1)

·         design activities/scenarios in the context of compulsory education curricula based on theoretical pedagogical knowledge, the selection and utilization of appropriate educational programming environments, the didactic transformation of the reference subject and the characteristics of the students (MA3, MA4, MA5, MA6, MA7, MA9)

·         systematize their thinking about the analysis and synthesis of data in an individual and/or group work context during the creation of integrated programming projects (MA11, MA14)

·         conduct field research to design the contribution of educational programming environments to addressing teaching/learning problems (MA12, MA13)

·         reflect and critically evaluate their pedagogical-didactic practice regarding the design and implementation of teaching/learning scenarios using educational programming environments (MA2, MA7, MA8, MA15).

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

·         Adapt to new situations.

·         Autonomous work.

·         Decision-making.

·         Group       work.

·         Work        in an interdisciplinary environment.

·         Project planning and management.

·         Respect for diversity and multiculturalism

·         Promotion of free, creative and inductive thinking.

·          Exercise of criticism and self-criticism.

1. Existing concepts, conceptual clarifications for educational programming environments (Programming-Informatics-ICT-Computational thinking-classification of programming environments) – and highlighting the identity of the teacher as a parameter for their integration into education

2.Didactic approach to basic concepts/programming structures

3.-6. Visual programming (Scratch, ScratchJr)

7.-10. Programming hardware training environments (programmable robots, manufacturing robotics, microcontrollers)

11. Mobile Programming Environments and Educational Applications

12. Principles of planning activities to address teaching/learning problems with appropriate utilization of programming environments, in the context of compulsory education curricula (and/or in interdisciplinary STEAM activities)

13. Principles of scenario design for dealing with teaching/learning problems with appropriate utilization of programming environments, in the context of compulsory education curricula (and/or in interdisciplinary STEAM activities).

Communication with students via e-class and e-mail

Use of presentation software (Powerpoint)

Use of software and devices (robotic, mobile, microcontrollers)

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

–        Individual and group laboratory activities (20%)

–        Field exercise (20%)

–        Written assignment (35%)

–        Preparation and public presentation of e-portfolio-Final examination (25%)

2. Καρβουνιάρης Β. και Λαζαρίνης Φ. (2021). Εκπαιδευτική ρομποτική με τη χρήση του μικροελεγκτή BBCMicro:bit. ΔΙΣΙΓΜΑ

3. Δημητριάδης, Σ. (2015). Κονστραξιονισμός. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα (https://repository.kallipos.gr/handle/11419/3404).

4. Κόμης, Β., Depover, C., &Karsenti, T. (2010), Διδασκαλία με τη χρήση της Τεχνολογίας, προώθηση της μάθησης, ανάπτυξη ικανοτήτων. Αθήνα: Εκδόσεις Κλειδάριθμος [ISBN: 978-960-461-382-3].

5. Μικρόπουλος, Α., Μπέλλου, Ι. (2010). Σενάρια διδασκαλίας με υπολογιστή, Αθήνα: Κλειδάριθμος.

6. Στυλιαράς, Γ. & Δήμου, Β. (2015). Διδακτική της πληροφορικής. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα (https://repository.kallipos.gr/handle/11419/722).

– Related scientific journals:

Computers and Education (https://www.journals.elsevier.com/computers-and-education/)

Contemporary issues in technology and teacher education ()https://citejournal.org/

Education and Information Technologies (https://www.springer.com/journal/10639)

Journal of Educational Technology & Society (https://www.j-ets.net/)

Journal of Pre-College Engineering Education Research (J-PEER) https://docs.lib.purdue.edu/jpeer/

Journal of Technology and Teacher Education (JTATE) (http://site.aace.org/pubs/jtate/)

Science and Technology Issues in Education (http://earthlab.uoi.gr/thete/index.php/thete)

-Conference Proceedings Hellenic Scientific Association for Information and Communication Technologies in Education) (http://www.etpe.gr).

Activities (20%)

Remote Written Exam (60%)

Activities in synchronous distantcollaboration (20%)

The remotely written examination (assignment of questions and answers through the e-class, in a predetermined duration depending on the topics to be asked). A list will be announced in the e-class only with the AEMs of the beneficiaries to participate in the examination.