Background, GeneralKnowledge, Scientific Area, Skill Development

In particular, the course attempts to contribute to the:

–          development of the appropriate cognitive background of the students of thedepartment of Primary Education so that they can design learning activities, as part of broader educational scenarios, incorporating digital technologies and supporting the computational learning process

–          cultivation of a positive attitude towards the use of digital technologies in the teaching and learning process

Upon successful completion of the course, participants are expected to:

•        Recognize the potential of utilizing basic educational applications of digital technologies in practice (MA9)

•        Develop skills in the use of digital technologies (MA9)

•        Design and develop digital learning subjects based on theoretical, pedagogical and technological knowledge to integrate them into simple learning projects (activities) (MA9)

•        Evaluate and select digital technologies based on theoretical, pedagogical and technological knowledge to integrate into the design of simple learning projects (activities) (MA3)

•        Design simple learning projects (activities) and critically evaluate the integration of digital technologies into these (MA15)

•        Αssess their attitude towards the use of digital technologies in learning and teaching (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

•        Decision-making

•        Autonomous work

•        Teamwork

•        Project planning and management

•        Promoting free, creative and inductive thinking

•        Introduction-Basic concepts. Delimitation of the field

•        Informatics and ICT in primary education – Curricula

•        Learning Theories and ICT

•        Digital technologies as tools with cognitive potential

•        Categorization of ICT based on learning theories

•        Pedagogical design_Scenarios-Learning activities

•        Programming-Emerging technologies-Artificial intelligence-Serious games in education

Laboratory work

Development/localization of open and closed type learning objects (e-me content, repositories of learning objects), advanced web search, web 2.0 applications, general purpose office software (local and collaborative processing in the cloud), use of exploration and discovery environments, basic elements of computational thinking (visual programming).

Use of ICT in Laboratory Education

Use of ICT in Communication with Students

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

– Final exam

› laboratory part (30%)

› theoretical part (40%)

– Writingassgnements (25%)

–Participation in the course (5%)

2.       Φεσάκης Γ. (2019). Εισαγωγή στις εφαρμογές των ψηφιακών τεχνολογιών στη εκπαίδευση. Αθήνα: Γ. ΔΑΡΔΑΝΟΣ – Κ. ΔΑΡΔΑΝΟΣ κ ΣΙΑ ΕΕ

3.       Τζιμογιάννης, Α. (2019). Ψηφιακές τεχνολογίες και μάθηση του 21ου αιώνα. Αθήνα:Εκδόσεις Κριτική.

4.       Σοφός, Α. &Τζώρτζογλου Φ. (2022). 50+8 Web 2.0 εργαλεία για την εκπαίδευση και τον εκπαιδευτικό. Αθήνα: Εκδόσεις Γρηγόρης.

5.       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]. Kallipos, Open Academic Publications.

http://dx.doi.org/10.57713/kallipos-170

Related scientific journals

-Computers and education

-International Journal of Game-based learning

-Education and Information Technologies

-Science and technology issues in education

Remotely written examination (70%)

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.