ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ ΑΝΟΙΚΤΑ ΑΚΑΔΗΜΑΪΚΑ ΜΑΘΗΜΑΤΑ Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι ΨΗΦΙΑΚΟ ΠΑΙΧΝΙΔΙ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΗΛΙΚΙΑ (Didital games in education) Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ

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.

Digital Games in Early Education. An alternative learning style? Professor Jenny Pange Department of Pre-School Education, University of Ioannina

Introduction In the educational process , skills and educational goals such as critical thinking, communication, decision- taking and content comprehension do not change Educational tools and means change through creative supportive and productive practices, thus creating new relationships, new roles and different learning styles.

New Technologies in Pre-school Education At what age should children use P/Cs? Which are the suitable and constructive uses of technology for children?

New Technologies in Pre-school Education ‘digital natives’: growing up in the digital world, ie with P/C, cell phone, video games and electronic gadgets (Prensky, 2001). Contact with NT (New Technologies) not only in but out of school or at home (Plowman et al, 2008; Somekh, 2007; Nikiforidou & Pange, 2011).

New Technologies in Pre-school Education As an educational means, as a cognitive subject in the development of scientific knowledge, attitude and skills (Παγγέ, 2008). Do not substitute traditional activities in curriculum but are introduced and integrated in pre-school daily practices.

New Technologies in Pre-school Education New form and dimension: images, symbols, sound, motion, micro-worlds, simulations accompanied by problem-solving, feedback, repetition Fostering of skills in combination with entertainment (edutainment). Creation of meaning, discerning of relationships through individual acts, development of critical thinking, creativity, practice of cognitive and collaborative skills and consequently knowledge construction.

Digital Games Digital games can be defined as the games that are realized with the use of digital technology(Μοιρασγετή και Καρασσαβίδης, 2007) They have a specific educational orientation and goals that tally with the developmental needs and abilities of every age.

Digital Games Genres (Aaresh, 2006) ontological approach examining the structure and elements of the games, Aesthetic approach examining games from an artistic , historical and developmental angle , Social approach, studying the influence of games on users, Critical approach seeing games as a representation of an ideology or of a greater cultural phenomenon, Utilitarian approach, studying the usability of the games Inquisitive approach, exploring new or better games and finally, Positive approach, confirming a theoretical mode or a learning theory.

Educational utilization of Digital Games in Pre-school Education The developmentally appropriate digital games has (Prensky, 2001): Rules Aims and Targets Results and feedback Competition/challenge/ contrast Interaction Representation or scenario.

Through Digital Games toddlers can: Participate in virtual practices, Learn to think, Reflect on data, Decision-taking , Choose strategies, Enact new identities and roles , experiment, Express themselves and act in new ways connecting knowledge and action.

Integration of Digital Games in Pre-school Curriculum … As a cause or stimulus of a lesson plan. As a means of assessment at the end of a project.

Important points in the utilization of of Digital Games Support the pre-existing knowledge of children Function independently or in unison with other activities in organised or free activities (painting, acting, games, etc (ζωγραφική, δραματοποίηση, παιχνίδια, κλπ). Integrate in the assessment of activities as to their design and application.

Conclusion Digital Games offer new dimensions to games and learning in an organized educational context with educational targets, developmentally appropriate design and assessment. Via: a pleasant way, utility and accessibility, learning dynamics, gaming, technological construction, and communicative operation at a level of intake and interaction: visualisation of properties, contexts, phenomena, results, emotions, knowledge…

Τέλος Ενότητας

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.

Σημειώματα

Σημείωμα Ιστορικού Εκδόσεων Έργου Το παρόν έργο αποτελεί την έκδοση 1.0. Έχουν προηγηθεί οι κάτωθι εκδόσεις: Έκδοση 1.0 διαθέσιμη εδώ. http://ecourse.uoi.gr/course/view.php?id=1192.

Σημείωμα Αναφοράς Copyright Πανεπιστήμιο Ιωαννίνων, Διδάσκουσα: Καθηγήτρια Τζένη Παγγέ. «Εκπαιδευτικά Προγράμματα με Χρήση Η/Υ Ι. ΨΗΦΙΑΚΟ ΠΑΙΧΝΙΔΙ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΗΛΙΚΙΑ, Didital games in education». Έκδοση: 1.0. Ιωάννινα 2014. Διαθέσιμο από τη δικτυακή διεύθυνση: http://ecourse.uoi.gr/course/view.php?id=1192.

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/.