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Στόχος μας είναι η παροχή των κατάλληλων εργαλείων, σε κάθε μέλος του Τμήματος. Επιλέξτε εδώ για να δείτε τις 
COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Primary Education | ||||
| LEVEL OF STUDIES | Undergraduate | ||||
| SEMESTER | C | ||||
| COURSE TITLE | INTERCULTURAL EDUCATION | ||||
| TEACHINGACTIVITIES incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits. |
TEACHINGHOURSPERWEEK | ECTSCREDITS | |||
| 3 | 5 | ||||
| Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
Scientific area | ||||
| PREREQUISITES:
|
NO | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek, English for Erasmus students | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | YES | ||||
| URL COURSE: | https://eclass.duth.gr/courses/429382/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The aim of the course is to increase awareness of multilingualism in the classroom, cultivate empathy for diversity, and equip future educators with the skills to teach effectively in multilingual classrooms. Upon completing the course, students are expected to:
· Understand basic concepts such as multiculturalism, empathy, culture, and diversity. · Grasp the fundamental principles of intercultural education. · Adapt their teaching methods to multilingual and multicultural classrooms by using the existing curriculum. · Employ appropriate and effective teaching techniques for multicultural classes. · Recognize their students’ educational and cultural backgrounds and leverage them in the teaching process |
|
| General Skills | |
| Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)? | |
| Search, analysis and synthesis of data and information, using the necessary technologies
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 thinking |
| Adaptation to new situations
Autonomous work Team work Working in an international environment Equity and inclusion Critical thinking
|
|
- COURSE CONTENT
| 1.Definitionofbasic concepts and notions (multiculturalism, interculturaleducation, cultureetc.)
2. Multiculturalism in Greece and at the Greek school 3. Basic principles of intercultural education 4. Educators attitudes’ towards intercultural education 5. Educational and language policies in relation to intercultural education 6. Student’s midterm assessment 7. Educationofimmigrantpupils 8. Education of refugee pupils 9. Education of pupils of the Muslim minority of Thrace 10. Empoweringstudentsofamulticultural classroom 11. Contemporaryteachingtechniques for immigrants and refugees 12. Educationalmaterials based on European intercultural educational programs 13. Review and Final Exam Preparation |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face to face | ||||||||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY(ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
YES (powerpoint, videos, MsTeams/ e-class, webmail) | ||||||||||||||||||
| TEACHING ORGANIZATION
The way 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 student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards. |
|
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| Student Evaluation
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, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Explicitly defined assessment criteria and if and where are accessible to students are mentioned. |
Assessment language is Greek and English for Erasmus students. Midterm assessment (multiple questions and open-ended questions) Final exam (multiple questions and open-ended questions)
|
- SUGGESTED BIBLIOGRAPHY
| Μάγος, Κ. (2022). Το πέταγμα του Ερόλ. Κριτική διαπολιτισμική εκπαίδευση στην προσχολική και στην πρωτοσχολική ηλικία. Αθήνα: Gutenberg
Γκόβαρης, Χ. (2011). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Εκδόσεις Διάδραση Μιχαήλ, Δ., Γογωνάς, Ν. και Σακελλαρίου, Α. (επιμ.) Πρόσφυγες και εκπαίδευση: Μελέτες και Ζητήματα. Θεσσαλονίκης: Εκδοτικός Οίκος Κ. & Μ. Σταμούλη. Δαμανάκης, Μ. (1998). Η εκπαίδευση των παλιννοστούντων και αλλοδαπών μαθητών στην Ελλάδα. Διαπολιτισμική προσέγγιση. Αθήνα: Gutenberg Αρχάκης, Α. (2020). Από τον εθνικό στον μετα-εθνικό λόγο. Μεταναστευτικές ταυτότητες και κριτική εκπαίδευση. Αθήνα: Πατάκης. Βάκαλιος, Θ. κ. ά. (1997). Το Πρόβλημα της Διαπολιτισμικής Εκπαίδευσης στη Δυτική Θράκη. Αθήνα: Gutenberg Δαμανάκης, Μιχ. (2018). Παιδαγωγικός Λόγος και Ετερότητα στις Αρχές του 20ου Αιώνα. Αθήνα: Gutenberg. Δημητριάδου, Κ. & Ευσταθίου, Μ. (2008), «Διδακτικές προσεγγίσεις σε μικτές τάξεις». Στο: Ένταξη παιδιών παλιννοστούντων και αλλοδαπών στο σχολείο (γυμνάσιο), Δ. Κ. Μαυροσκούφης (Επιμ.), Οδηγός Επιμόρφωσης. Διαπολιτισμική Εκπαίδευση και Αγωγή, σσ. 67-85. ΥΠΕΠΘ. Μαλιγκούδη, Χ. (2008) Βασικές αρχές της διαπολιτισμικής εκπαίδευσης, στο Μεθοδολογικός Οδηγός για τη χρήση σχολικών βιβλίων του Γυμνασίου, Η διαπολιτισμική διάσταση στη διδασκαλία. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης: Πρόγραμμα Ένταξη παιδιών παλιννοστούντων και αλλοδαπών στο σχολείο (γυμνάσιο) Μαλιγκούδη, Χ. (2011) Πρόσληψη θεσμικών κειμένων σχετικά με τη διαπολιτισμική εκπαίδευση από στελέχη της εκπαίδευσης, στα πρακτικά του συνεδρίου Μετανάστευση, πολυπολιτισμικότητα και εκπαιδευτικές προκλήσεις: Πολιτική-Έρευνα-Πράξη, Αθήνα, 14-15 Μαίου 2010 Μαλιγκούδη, Χ. και Τσαουσίδης, Α. (2020) Στάσεις εκπαιδευτικών που διδάσκουν σε Δομές Υποδοχής και Εκπαίδευσης Προσφύγων (ΔΥΕΠ) απέναντι στην εκπαίδευση προσφύγων μαθητών, Περιοδικό Έρευνα στην Εκπαίδευση, τόμος 9 (1), 22-34, Δημοκρίτειο Πανεπιστήμιο Θράκης. Μαυρομμάτης, Γ. (2008). Εθνικισμός και ιστορία εκπαιδευτικής πολιτικής: Η εκπαίδευση των Θρακιωτών μουσουλμάνων μειονοτικών 1945-1975. Αδημοσίευτη διδακτορική διατριβή. Νικολάου, Γ. (2005), Διαπολιτισμική διδακτική. Το νέο περιβάλλον – Βασικές αρχές. Αθήνα: Ελληνικά Γράμματα Στεργίου, Λ. & Σιμόπουλος, Γ. (2019). Μετά το κοντέϊνερ: Διαπολιτισμική ματιά στην εκπαίδευση προσφύγων. Αθήνα: Gutenberg. Ταίηλορ, Τ. (1997). Πολυπολιτισμικότητα: Εξετάζοντας την πολιτική της Αναγνώρισης. Αθήνα: Πόλις Τσιούμης, Κ. (2010). Λεπτές ισορροπίες. Μειονοτικά ζητήματα και εκπαίδευση γλωσσικών μειονότητων στη μεταπολεμική Ελλάδα. Θεσσαλονίκη: Εκδόσεις Σταμούλη Φραγκουδάκη, Ά. & Δραγώνα, Θ. (1997). «Τι είν’ η πατρίδα μας;» Εθνοκεντρισμός στην Εκπαίδευση. Αθήνα: Αλεξάνδρεια. Χριστόπουλος, Δημήτρης (1997). «Ανθρώπινα δικαιώματα και μειονοτικός λόγος στην Ελλάδα», Σύγχρονα Θέματα, 63, 39-44. Baker, C. (2001). Εισαγωγή στη Διγλωσσία και τη Δίγλωσση Εκπαίδευση. Αθήνα: Gutenberg Chatzidaki, A., Mattheoudakis, M. and Maligkoudi, C. (2017) Greek teachers’ views on linguistic and cultural diversity, Selected papers from the 22nd Symposium on Theoretical and Applied Linguistics (ISTAL 22). Cummins, J. (1999). Ταυτότητες υπό διαπραγμάτευση. Εκπαίδευση με σκοπό την Ενδυνάμωση σε μια Κοινωνία της Ετερότητας. Αθήνα: Gutenberg. Maligkoudi, C., Tolakidou, P. and Chiona, S. (2018). “It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study. Περιοδικό Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης
• Intercultural Education • Journal for Multicultural Education • International Journal of Multicultural Education |
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Christina Maligkoudi |
| Contact details: | cmaligko@eled.duth.gr |
| Supervisors: (1) | NO |
| Evaluation methods: (2) | Written assignment/ Written examination with distance learning methods |
| Implementation Instructions: (3) | For the Final Examination:
The examination will consist of two essay development questions. It will be conducted using tools such as TEAMS, where answers must be submitted as assignments. This will be an open-book exam. Student identification will be verified individually. |
- To be completed with YES or NO
- Notedowntheevaluationmethodsusedbytheteacher, e.g.
- written assignmentor/andexercises
- writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
- In the Implementation Instructions section, the teacher notes down clear instructions to the students:
α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.
β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.
γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.
There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.
Teaching with New Technologies
COURSE OUTLINE
- GENERAL
| SCHOOL | SCHOOL OF EDUCATION | ||||
| DEPARTMENT | DEPARTMENT OF PRIMARY EDUCATION | ||||
| LEVEL OF STUDIES | ISCED level 6 | ||||
| COURSE CODE | 2E16 | SEMESTER | 3rd | ||
| COURSE TITLE | Teaching with New Technologies | ||||
| TEACHINGACTIVITIES If theECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedto the wholecourse, thenplease indicate the teaching hours per week and the corresponding ECTS Credits. |
TEACHINGHOURSPERWEEK | ECTSCREDITS | |||
| 4 | 5 | ||||
| Please, addlinesifnecessary.Teaching methods and organization of the course are described in section 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
Scientific Area | ||||
| PREREQUISITES:
|
ΝΟ | ||||
| TEACHING & EXAMINATION LANGUAGE: | GREEK | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | ΥΕΣ | ||||
| COURSEURL: | https://eclass.duth.gr/courses/429403/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The course deals with the integration and utilization of Information Technology and Information and Communication Technologies (ICT) in education and in teaching and learning. The purpose of the course is to acquire basic skills (knowledge, skills and attitudes) of using digital technologies in educational practice.
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). |
|
| 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 |
| • Search, analyze and synthesize data and information, using the necessary technologies
• Decision-making • Autonomous work • Teamwork • Project planning and management • Promoting free, creative and inductive thinking
|
|
- COURSE CONTENT
| The theoretical content of the course is organized into thematic units as follows:
• 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). |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face-to-face | ||||||||||||||||
| USEOF INFORMATION&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 |
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| TEACHING ORGANIZATION
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. |
|
||||||||||||||||
| Student Evaluation
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%)
|
- SUGGESTED BIBLIOGRAPHY
| 1. Κόμης Ι. Β. (2019). Εισαγωγή στις εκπαιδευτικές εφαρμογές των Τεχνολογιών της Πληροφορίας και των Επικοινωνιών – 2η Έκδοση.Αθήνα: ΕΚΔΟΣΕΙΣ ΝΕΩΝ ΤΕΧΝΟΛΟΓΙΩΝ
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
|
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Sofia Chatzileontiadou |
| Contact details: | Email/ MS TEAMS/e-class |
| Supervisors: (1) | YES |
| Evaluation methods: (2) | Work at home (30%)
Remotely written examination (70%) |
| Implementation Instructions: (3) | Homework is submitted via e-class on a predetermined date.
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. |
Educational Technology skills development
During the course:
- We will talk about the history of educational technologies and how these technologies have influenced how we learn.
- We will explore what it means to learn something and different approaches to deepen learning.
- We will focus on active learning and take a closer look at simulations that can foster learning.
- Introduce the idea of collaborative learning and considers communities of practice.
- Provide an overview of different types of assessment and delves into how technology is changing the field of assessment.
- Is all about design-based research, a methodology for research and design of educational innovations.
At the end of the course, students will have a deep understanding on:
- Several prominent educational theories and approaches regarding teaching and learning and examples of how these are manifested in educational technologies.
Course Index
This course is about using ICT tools to help facilitate learning in the classroom and to help our students become digitally aware in the 21st century. Individual chapters of the course are:
- Integration of ICT in the Primary School (Digital Technologies, School Classroom and Educational System)
- From Theory to Application (Digital Technologies and Learning Theories)
- Educational Software
- ICT Teaching, Conditions and Diversity
- Teaching methods that utilize ICT
- Teaching media: Involving the Multiple Senses of Students
- Use of the Internet in Education
- Lesson Plan and Teaching Activities
- Evaluation Tools
- Distance Education (Digital Technologies and Distance Education)
- ICT in Special Education
- Trends in Educational Technology
- Case study: Pedagogical Framework for the Use of ICT in Teaching Literature
- Project
