THE DISCOURSE ON THE INTEGRATION OF ICT IN STEM EDUCATION: APPROACHES EXPRESSED IN TEXTS ON EDUCATION IN GREECE (1984-2006)

The views on the integration of Information and Communication Technologies (ICT) in education move towards various approaches regarding the aims and/or the nature of computerization that could be adopted in the Greek curricula, during the period 1984-2006, in which the most important curricular reforms related to this integration were completed. By employing the methodological tool of Aviram & Tami, this research carries out a quantitative and qualitative analysis of texts published in the Greek scientific Journal “Contemporary Education” and studies the discourse formulated about the integration of ICT in Greek Science, Technology, Engineering and Mathematics (STEM) education. This analysis attempts to distinguish and “map” the different approaches expressed by the articles' authors on this integration. The research results revealed a strong tendency of Greek STEM education to attach primarily didactic and administrative approaches to ICT integration leading to micro level changes. It is quite interesting that – during the time period of this study - none of authors' approaches were adopted a systemic view, in the direction of extensive changes in the Greek educational system, in order to facilitate the integration of ICT in STEM education.  Article visualizations

The Discourse for the Integration of ICT in STEM Education: Attitudes Expressed in Texts on Education in Greece (1984-2006)

In this article an attempt is made to study the attitudes in the “discourse” on the integration of Information and Communication Technologies (ICT) in Science, Technology, Engineering, and Mathematics (STEM) education in Greece during the critical period 1984-2006, the period when the most important programme related to this integration was completed. The approach to the discourse was carried out using quality analysis of texts in the journal “Contemporary Education” through the use of a specialized methodological tool.  The results of the analysis revealed that until the middle of the period being examined, there was a strong tendency to adopt attitudes that claimed that the integration of ICTs would bring about and/or should bring about minimal change, while in recent years attitudes which adopt the perspective of real influence of ICTs in the change in teaching practices have started to increase

Connaissances du contenu et connaissances technologiques des enseignants en Informatique en milieu francophone

In this article we study the content and technological knowledge of teachers who teach or are preparing to teach computer science in a francophone environment. The research is based on the questionnaire elaborated with the reference to the TPACK model. The content knowledge is studied on the base of the five main domains of computer science (algorithms, languages and programming, machines and networks, data representation, and computer science and society) and the technological knowledge on the base of professional and educational programming languages currently used at school. The study presents a multiple correspondence analysis of the 339 responses that were collected and estimated as valid ones. The findings show that the knowledge declared by the teachers vary. The content knowledge can be grouped in 4 categories (from quite poor and badly structured knowledge to more complete knowledge with stronger links). The technological knowledge falls in two categories depending on the knowledge of professional and educative languages declared by teachers

Enjeux dans la création d'une communauté d'enseignants engagés dans l'apprentissage de l'informatique

International audienceL’accompagnement des enseignants du primaire et du secondaire en charge de l’enseignement de l’informatique est un enjeu majeur dans l’intégration effective de l’enseignement de l’informatique à l’école. La formation initiale et continue doit pouvoir permettre d’accompagner les enseignants dans leur propre apprentissage de l’informatique et les aider à développer leurs connaissances et leurs stratégies pédagogiques pour cet enseignement de l’informatique. Dans ce contexte, l’entraide et le développement d’un sentiment d’auto-efficacité doit permettre de sécuriser les enseignants intégrants des activités d’apprentissage de l’informatique à l’école. À cette fin, dans le cadre du projet Erasmus+ Communauté d’Apprentissage de l’Informatique (CAI), nous visons à développer une Communauté de Pratique (CoP) qui puissent permettre le partage, mais aussi le développement, de pratiques et de ressources pédagogiques co-construites autour de l’enseignement de l’informatique à l’école. Nous décrivons ici les enjeux de la création de cette CoP et les enjeux pour son développement et son évaluation