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ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι Εκπαιδευτικά προγράμματα με χρήση ηλεκτρονικού υπολογιστή -

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Παρουσίαση με θέμα: "ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι Εκπαιδευτικά προγράμματα με χρήση ηλεκτρονικού υπολογιστή -"— Μεταγράφημα παρουσίασης:

1 ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι Εκπαιδευτικά προγράμματα με χρήση ηλεκτρονικού υπολογιστή - γενικά (Educational Technology) Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ

2 Άδειες Χρήσης Το παρόν εκπαιδευτικό υλικό υπόκειται σε άδειες χρήσης Creative Commons. Για εκπαιδευτικό υλικό, όπως εικόνες, που υπόκειται σε άλλου τύπου άδειας χρήσης, η άδεια χρήσης αναφέρεται ρητώς.

3 Technology in Education Concept mapping Professor Jenny Pange Department of Pre-School Education, University of Ioannina

4 Educational technology at first glance &NR=1&feature=endscreen &NR=1&feature=endscreen talpianos.html talpianos.html

5 Concept mapping- Technology - 1 TECHNOLOGY: Simple machines that make our daily lives easier by transferring scientific knowledge to practical issues. It is restricting when one needs to refer to not so everyday things (eg to the conquest of space, e- learning, mobile phones). Therefore, the above description is not sufficient to describe the term technology.

6 Concept mapping- Technology - 2 The use of technology is required for  communications.  transport.  medicine and biology that are evolving with the advancement of technology. The development of technology concerns:  Science.  art (sculpture, painting, music).  theoretical sciences (eg psychology, linguistics).

7 Concept mapping- Technology -3 with the development of technology both art and science face a number of other practical problems and problems regarding the application of technology, which must be taken into account. For this reason, there are discussions over copyright, defamation online, falsifying documents and so much more.

8 So.... people with specialized knowledge and skills must be employed and give a true life and meaning to machines in order to benefit man and our society as a whole.

9 Contents of the term Technology - 4 Technology = combination between human thought, social structure and machinery to create new patterns of work. Technology = the practical method by which we can be superior to other living beings and create not only comforts in our daily life, travel, health, communications but also in art. Technology = the specific application of science in industry and commerce.

10 Contents of the term Technology-5 The ITEA (International Technology Education Association -, gives three definitions of the term: Technology (technology) «human leadership integrating knowledge and process so as to develop systems that may solve problems and develop human capacities." Educational Technology (Educational Technology) technology using "multimedia or audiovisual media as tools to enhance the teaching-learning process." Technological Education (Technology Education) = «study of technology that gives learners the opportunity to learn about the process and the wider knowledge associated with technology to solve problems and develop human activities."

11 History of technology Let's watch some short videos eature=fvwp&NR=1 eature=fvwp&NR=1

12 How do we give children the opportunity to engage properly in technology? Do they have pair-work in schools or not? This feature concerns not only gifted or normal children but also children with special needs.

13 Children and New technologies What about children and educational technology? ZVCjfWf8&feature=relatedhttp://www.youtube.com/watch?v=_A- ZVCjfWf8&feature=related

14 Children with special inclination to technology As it was observed in schools where there are children with special inclination to technology: students (boys and girls) were interested in constructing new objects made of different materials each. Students were interested in science, maths and computers.

15 Lewin(1995) suggests that there should be a particular infrastructure similar to that available for children who are inclined to music or mathematics urging and setting apart those inclined to technology.

16 In conclusion: Educational Technology is an enjoyable pastime a source of information for children inside and outside school while maintaining a rational framework for its use.

17 Teachers together with parents should keep informed of the evolution of technology and the dangers of its unsustainable use.

18 Other surveys on Educational Technology

19 Educational Technology According to Vosniadou (2006): "... We use the terms" New Technologies "," Multimedia Technologies "and" Technologies of Information and Communication Technologies "(ICT) to refer to all educational or cultural products and services involved in the combination of different instruments which one may have access through the TV or computer. Besides the typical software used in education, videos, and products recorded on optical disks (CDROM and CD- I) as well as various services accessible through computer systems are included.... "

20 Applications of technology

21 Educational Technology Technology and its applications addressed to the whole community. Children practically devote more time to the present and future applications of the technology. How will the school educate children in an appropriate manner so as to appropriately use technology at a personal or professional level?

22 Children learn from their peers, adults (parents, grandparents, teachers) and learn in a variety of ways. They develop competencies and skills which will later implement in their daily practice. In everyday practice, the school intervenes positively and adds the elements of technology.

23 In kindergarten and in the next stages of education the children work together in many areas in different ways. But what happens when we add technology in teaching, either as a medium of instruction or as a discipline?

24 How do children learn? Johnston (1996): "... Listening to other children. Listening to teachers. Using computer. Exploring each others’ ideas. Reading books. Paying visits to museum and science centers. Organizing activities with others in a group. Watching television science programs. Discussing ideas with others... ".

25 Educational technology as a discipline Importance of the teacher’s the role in teaching technology with technology. Use more than one method approach, advantages and disadvantages.

26 Using technology as a medium of instruction  Use of technology in development scientific knowledge attitudes skills  the development of observation  the cultivation of scientific planning stages through hypothesis investigation, data collection, measurement and interpretation of results by using technology.

27 Using technology as a medium of instruction With the P /C and NT children: communicate illustrate make decisions actively participate in the educational process.

28 Educational Technology Technology is comprehensible to students when (Johnston, 1996): the teacher is a participant in the learning process and provides the necessary guidance to students children learn through exploration.

29 the teacher or the children bring to the classroom problems drawn from the interests and questions of the children themselves research focuses on a specific scientific objective or theme the selected theme arises from discussion and dialogue between teacher and children, being investigated through the formation of groups with common interests and ideas.

30 Technology and learning process Johnston (1996) argues that: "The problem-solving method in combination with the use of technology will give a very good output, following the scientific process."

31 The steps the teacher will follow in the classroom are the following:

32 a) Search What can we see? (observation) What can we find out? (questions) How do we categorize? (categorization) What preexisting ideas are there? (Case) How do we communicate our ideas? (communication)

33 Planning What do we investigate? What materials do we use? How do we choose our variables? How do we collect our data?

34 c) Case What would happen if....?

35 d) Investigation How do we use our plan? What equipment will be used? How do we measure? How do we record the data?

36 e) Interpretation What have we found? What is the result? Has it changed our ideas?

37 f) Contact We can explain: what we did. what we found. what we changed.

38 Educational Technology Before the introduction of technology in the classroom.... Teachers must take into account the background knowledge of children. organize together with the children their desired educational activities aiming at learning.

39 The teacher’s role Is to : Incite. Guide. Evaluate. Provide feedback. Mediate.

40 Activities on the Internet Simple examples...

41 The Internet and its use in the educational process Numerous ideas and applications of technology in the educational process. New ways of individualized learning in a broader social context with lifelong learning programs.

42 Information visualization Why use the internet? Vosniadou (2006) states that: "... An important ICT feature is the visualization of information. The use of images attracts attention and can convey more information in a short time. the use of images does not always have educational value. "

43 ICT compared with Mass Media "... The media have the controversial qualities of the television  rapid alternations.  simplified accounts.  focus on celebrities or on violent and devastating news. ICT.  discourage children from reading books.  become a passive activity.  detrimental to the development of intellectual curiosity and creativity... "

44 For the non appealing uses of ICT, reviews refer to characteristics of the instrument itself, and to its use.

45 "ICTs offer access to a large number of appealing pictures that could be used creatively to increase student interest. to facilitate comprehension. to develop the ability to read and write. to link the scientific explanation of the phenomena to everyday life.

46 “.... the project MOST (Multimedia Environments that Organize and Support Text” is an example of using visually rich multimedia environments that support the development of reading and writing "The purpose of the program (of the University of Vanderbilt) is to support the learning of children at risk of failing in school, organize teaching around stories with rich illustrations which students and teachers can explore...".

47 Topic for discussion The project MOST (Multimedia Environments that Organize and Support Text Modern programs

48 Educational Technology Can New Technologies replace the traditional teacher and school nowadays? New Technologies are not able to replace the all too familiar traditional school because: personal contact between the student and the instructor is important in the learning process. teleconferences can be used interchangeably But Papert (1980) suggested that in the future the P /C will surge in schools and will replace pencil and paper.

49 Most schools around the world are trying to integrate computers and New Technologies in the educational process. and not to replace traditional learning models only by using new technologies.

50 Topics for discussion at the workshop (Pange et al 2001, Pange 2004, omputers_in_Schools_modelofuse.pdf). mE&NR=1&feature=endscreen mE&NR=1&feature=endscreen TVs TVs

51 Conclusively The use of the Internet shows that computers are an integral piece of technology. The introduction of computers in the educational process can now be done through four forms.

52 Social aspect New Technologies are part of the society that is constantly changing. ype

53 Professional Aspect The modern job requirements compel workers and students to learn about the use of New Technologies.

54 Pedagogical Aspect Education with computers and New Technologies leverages its different training programs. https://www.tcrecord.org/content.asp?ContentID=6 26

55 Conclusion Modern media technology are powerful instruments of change and advancement not only at a personal but also at a socioeconomic status.

56 Ideas for NT use in class ature=related ature=related

57 Τέλος Ενότητας

58 Χρηματοδότηση Το παρόν εκπαιδευτικό υλικό έχει αναπτυχθεί στα πλαίσια του εκπαιδευτικού έργου του διδάσκοντα. Το έργο «Ανοικτά Ακαδημαϊκά Μαθήματα στο Πανεπιστήμιο Ιωαννίνων» έχει χρηματοδοτήσει μόνο τη αναδιαμόρφωση του εκπαιδευτικού υλικού. Το έργο υλοποιείται στο πλαίσιο του Επιχειρησιακού Προγράμματος «Εκπαίδευση και Δια Βίου Μάθηση» και συγχρηματοδοτείται από την Ευρωπαϊκή Ένωση (Ευρωπαϊκό Κοινωνικό Ταμείο) και από εθνικούς πόρους.

59 Σημειώματα

60 Σημείωμα Ιστορικού Εκδόσεων Έργου Το παρόν έργο αποτελεί την έκδοση 1.0. Έχουν προηγηθεί οι κάτωθι εκδόσεις: Έκδοση 1.0 διαθέσιμη εδώ.

61 Σημείωμα Αναφοράς Copyright Πανεπιστήμιο Ιωαννίνων, Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ. «Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι. ΕΚΠΑΙΔΕΥΤΙΚΑ ΠΡΟΓΡΑΜΜΑΤΑ ΜΕ ΧΡΗΣΗ ΗΛΕΚΤΡΟΝΙΚΟΥ ΥΠΟΛΟΓΙΣΤΗ – ΓΕΝΙΚΑ, Educational Technology». Έκδοση: 1.0. Ιωάννινα Διαθέσιμο από τη δικτυακή διεύθυνση:

62 Σημείωμα Αδειοδότησης Το παρόν υλικό διατίθεται με τους όρους της άδειας χρήσης Creative Commons Αναφορά Δημιουργού - Παρόμοια Διανομή, Διεθνής Έκδοση 4.0 [1] ή μεταγενέστερη. [1] https://creativecommons.org/licenses/by-sa/4.0/.https://creativecommons.org/licenses/by-sa/4.0/


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