Ο Πρόεδρος και τα μέλη του Διδακτικού Προσωπικού καλωσορίζουν τους νεοεισαχθέντες φοιτητές του Τμήματος.
Στόχος μας είναι η παροχή των κατάλληλων εργαλείων, σε κάθε μέλος του Τμήματος. Επιλέξτε εδώ για να δείτε τις 
1 GENERAL
| SCHOOL | SCHOOL OF EDUCATION | |||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | |||||
| LEVEL OF STUDIES | ISCED level 6 – Bachelor’s or equivalent level | |||||
| COURSE CODE | 3Ε5 | SEMESTER | 3rd | |||
| COURSE TITLE | Teaching Aids | |||||
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TEACHING ACTIVITIES IftheECTSCreditsaredistributedindistinctpartsofthecoursee.g.lectures,labs etc.IftheECTSCreditsareawardedtothewholecourse,thenpleaseindicatethe teaching hours per week and the corresponding ECTSCredits. |
TEACHING HOURSPER WEEK |
ECTS CREDITS |
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| 3 | 5.0 | |||||
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COURSETYPE Background, General Knowledge, Scientific Area, Skill Development |
Skill Development |
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| PREREQUISITES | NO | |||||
| TEACHING & EXAMINATION LANGUAGE: | Greek | |||||
| COURSE OFFERED TO ERASMUS STUDENTS: | ||||||
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COURSE URL: |
https://eclass.duth.gr/courses/ALEX03311/ | |||||
- LEARNINGOUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
After attending the course students would be able:
- to understand the possibilities of using the teachingaids
- to analyze how teachers choose teaching aids for eachlesson
- to plan a short presentation using teachingaids
- to implement a short presentation using teachingaids
Search, analysis and synthesis of data and information, ICT Use Autonomous work
Teamwork
General Skills
Name the desirable general skills upon successful completion of the module
Search, analysis and synthesis of data and information, 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
Project design and management 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
3 COURSECONTENT
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- LEARNING & TEACHING METHODS -EVALUATION
| TEACHING METHOD
Face to face, Distance learning, etc. |
Face to face |
| USEOFINFORMATION&COMMUNICATIONSTECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students |
Use of ICT in Teaching
Use of ICT in Laboratory Education Use of ICT in Communication with students |
| TEACHING ORGANIZATION
The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc. |
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The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards |
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| STUDENT EVALUATION
Description of the evaluation process |
Student evaluation languages
Greek |
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| 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 |
Method (Formative or Concluding)
Summative
Student evaluation methods |
Percent |
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| Please indicate all relevant information about the course assessment and how students are informed | Written Exam with Short Answer Questions Written Exam with Essay Development Questions Written Assignment
Presentation in audience |
30
40 20 10 |
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- 5. SuggestedBibliography
In Greek
Ασλανίδου, Σ. (2003). Εκπαιδευτική Τεχνολογία και Οπτικοαουστική Αγωγή. Θεσσαλονίκη: εκδοτικός οίκος Αδελφών Κυριακίδη Α.Ε. Βρεττός, Γ. (1994). Μη λεκτική συμπεριφορά και επικοινωνία στη Σχολική Τάξη: Άσκηση με Μικροδιδασκαλία. Θεσσαλονίκη: ArtofText.
Κανάκης, Ι. (2011). Εκπαιδευτική Τεχνολογία: Διδακτική των μέσων και ικανότητα επιδέξιου χειρισμού των μέσων πληροφορίας και επικοινωνίας. Στο: Γ. Μαυροειδής (επιμ.), Εισαγωγή στις Επιστήμες της Αγωγής. Αθήνα: Γρηγόρης, 381 – 397. (www.edc.uoc.gr/ptde/ptde/anounc/g../arthro_Kanakis_21-3-12).
Kress&Leeuwen (2010). Η ανάγνωση των εικόνων. Η Γραμματική του Οπτικού Σχεδιασμού. Αθήνα: Επίκεντρο.
Παπαδημητρίου, Ε., Παλόγου, Ευ., Μαρμαρινός, Ι.(2007). Ο υπολογιστής ως μέσο γραμματισμού: Η αξιοποίηση της εικόνας στον υπολογιστή για τη διερεύνηση του σχολικού γραμματισμού. Νέα Παιδεία, 121, 95-108.
Σαλβαράς, Γ. (1999). Κατασκευή και χρήση διδακτικού υλικού για την αξιολόγηση όλων των μαθητών. Κίνητρο, 2, 115- 144. Σιμάτος, Α. (1995). Τεχνολογία και εκπαίδευση. Επιλογή και χρήση των εποπτικών μέσων. Αθήνα: Πατάκης.
Ταρατόρη-Τσαλκατίδου, Ε. (1988). Η εικόνα ως διδακτικό μέσο στο μάθημα των θρησκευτικών. Συμβολή στην αναμόρφωση της διδακτικής του μαθήματος των θρησκευτικών με παραδείγματα διδακτικών ενοτήτων της Γ΄ τάξης του Δημοτικού Σχολείου.
Θεσσαλονίκη: Διδακτορική Διατριβή.
Ταρατόρη, Ε., Κόνσολας, Μ., Κουγιουρούκη, Μ. (2007). Το χιούμορ στην εκπαιδευτική διαδικασία. Η οπτική των εκπαιδευτικών. Κίνητρο, 8, 55-69.
Ταρατόρη, Ε., Φουτσιτζή, Α., Στραβάκου, Π. (2011). Οι γραφικές παραστάσεις ως μέσο διδασκαλίας-έρευνα. Επιστήμες της Αγωγής, 2/2011 (υπό δημοσίευση στο περιοδικό Επιστήμες Αγωγής).
Χατζηδήμου, Δ. (2007), Εισαγωγή στη Θεματική της Διδακτικής- Συμβολή στη θεωρία και στην πράξη της διδασκαλίας. Θεσσαλονίκη: Εκδόσεις Αφών Κυριακίδη.
| In English
Arends, R. I. (1994). Learning to teach (3rd ed.) New York: Mac Graw Hill. Car, D. (1998). The art of asking questions in the teaching of science, School. Science Review, 79, 47- 50. Cochran- Smith, M. (2004). Ask a Different Question, Get a Different Answer- The research base for the teacher education. Journal of Teacher Education, 55, (2), 111-115. Smaldino, Sh. E., Russel, J.D., Heinich, R., & Molenda, M. (2004). Instructional Technology and Media for Learning. Upper Saddle River, New Jersey, Columbus Ohio: Pearson Merrill Prentice Hall. Kyriacou, Chr. (2001). Essential Teaching Skills. (2nd) Cheltenham: Nelson Thornes. Mayer, R.E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and instruction, 3, 125-139. Moreno, R., Meyer, R.E.(2002). Learning science in virtual reality multimedia environments: Role of methods and media. JournalofEducationalPsychology, 94(3), 598-610.
Eudoxus
Κανάκης, Ι. (1999). Διδασκαλία και μάθηση με σύγχρονα μέσα επικοινωνίας. Αθήνα: Εκδόσεις Γρηγόρη Ο.Ε. Kron, Fr. & Σοφός, Α. (2007). Διδακτική των μέσων. Αθήνα: Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε.
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ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Marina Kougiourouki |
| Contact details: | mkougiou@eled.duth.gr |
| Supervisors: (1) | Marina Kougiourouki |
| Evaluation methods: (2) | Homework (30%) Oral examination with distance learning methods (70%)(https://eclass.duth.gr/courses/ALEX03311/). |
| Implementation Instructions: (3) | Homework should be submitted via eClass by a predetermined date.
The oral exam will take place in groups of 5 students and will begin according the order of the Student ID Number at the attached list (examination program). The exam will be conducted through ms Teams. The link will be sent to students via eClass exclusively to the institutional accounts of those who have registered for the course and have taken note of the distance learning terms. Students must login to the exam room through their institutional account; otherwise, they will not be able to participate. They will also participate in the exam with a camera, which they will have turned on during the exam, and a microphone. At the beginning of the exam, students will show their ID via their camera, so that they can be identified. Each student will have to answer 3 questions of the same grade value, which will be submitted orally by the teacher. |
