Course Unit Title | NEW TECHNOLOGIES IN EDUCATION |
Course Unit Code | ESPLE514 |
Course Unit Details | MEd Curriculum Development and Instruction (Required Courses) - MA Educational Sciences: Dynamic Learning Environments (Required Courses) - |
Number of ECTS credits allocated | 10 |
| Learning Outcomes of the course unit | By the end of the course, the students should be able to:- Outline the modern pedagogical theories, concepts, principles and learning models that support the planning and development of learning environments enhanced with technology.
- Realize the social and educational dimension of technology as learning tool, as well as the importance and multipurpose use of new technologies.
- Describe the added and remodeling value of new technologies potential within the teaching and learning process.
- Demonstrate knowledge and skills to integrate new technologies as learning tools within the teaching and learning practice in order to develop higher order thinking skills and multiliteracies.
- Explain the changing role of the teacher and the student in modern learning environments enhanced with new technologies.
- Describe the concept of multiliteracies and its value as well as the importance of developing multimodal educational material with the use of new technologies.
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Mode of Delivery | Face-to-face |
Prerequisites | NONE | Co-requisites | NONE |
Recommended optional program components | NONE |
Course Contents | · Multipurpose use of new technologies.
· Modern pedagogical theories, concepts, principles and learning models that support technology integration in education.
· Development of learning environments enhanced with technology.
· Educational, social and theoretical Background that governs and guides technology integration in the teaching and learning practice.
· Role of teacher/ educator and students in learning environments enhanced with technology.
· Integrate new technologies as learning tools.
· Technology integration and higher order thinking skills.
· Added and remodeling value of new technologies within the teaching and learning process.
· Technology integration, multilitracies and multimodality - New pedagogy of muliliteracies model and its relation to technology |
Recommended and/or required reading: |
Textbooks | - Roblyer. M.D.(2009). Εκπαιδευτική Τεχνολογία και Διδασκαλία. Ελλην, Αθήνα.
- Jonassen, D., Howland, J., Marra, M.R., and Crismond, D. (2011). Ουσιαστική μάθηση με την τεχνολογία. Μέθεξις
- Raptis, A. & Raptis, A. (2004). Learning and Teaching in the Information Society: Educational Activities (Volume A). Athens (in Greek).
- Πρέζας, Β. (2003). Θεωρίες μάθησης και εκπαιδευτικό λογισμικό. Κλειδάριθμός, Αθήνα.
- Κυριαζής, Σ. Α., Ψυχάρης, Σ. & Κορρές, Κ. (2012). Η διδασκαλία και μάθηση των θετικών επιστημών με τη βοήθεια του υπολογιστή. Παπαζήση, Αθήνα.
- Ψυχάρης, Σ. (2011). Η μοντελοποίηση και οι θεωρίες μάθησης στις τεχνολογίες πληροφορίας και επικοινωνίας (ΤΠΕ) στην εκπαίδευση. Παπαζήση, Αθήνα.
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References | - Cuban, L. (2001). Oversold and Underused: Reforming Schools Through Technology, 1980-2000. Cambridge, MA: Harvard University Press.
- Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. New York: Teachers College Press.
- Jonassen, D. H. (1999). Computer as Mindtools in Schools: Engaging Critical Thinking, (2nd ed.). Colombus, OH: Prentice Hall.
- Makrakis, V. (2000). Hypermedia in Education: A social-constructivistic approach. Metaihmio Publications.
- Newby, J.T., Stepich, A.D., Lehman, D.J., & Russel, D.J. (2009). Εκπαιδευτική Τεχνολογία για διδασκαλία και μάθηση. Επίκεντρο, Αθήνα.
- Σολομωνίδου, Χ. (2009). Η χρήση του υπολογιστή στο σύγχρονο σχολείο. Πανεπιστημιακές Εκδόσεις Θεσσαλίας
- Συλλογικό έργο. (2009). Συνεργατική τεχνολογία - Συστήματα και μοντέλα συνεργασίας για εργασία, μάθηση, κοινότητες πρακτικής και δημιουργία γνώσης. Κλειδάριθμός, Αθήνα.
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Planned learning activities and teaching methods | The theoretical part of the course (content of the taught concepts) is delivered by means of lectures as well as workshops following pedagogical principles, instructional design and lesson planning. |
Assessment methods and criteria | Assignments | 45% | Group Work / Project | 35% | Presentation | 10% | Class participation | 10% |
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Language of instruction | Greek |
Work placement(s) | NO |