Evaluating a Course for Teaching Advanced Programming Concepts with Scratch to Preservice Kindergarten Teachers: A Case Study in Greece

Coding is a new literacy for the twenty-first century, and as a literacy, coding enables new ways of thinking and new ways of communicating and expressing ideas, as well as new ways of civic participation. A growing number of countries, in Europe and beyond, have established clear policies and frameworks for introducing computational thinking (CT) and computer programming to young children. In this chapter, we discuss a game-based approach to coding education for preservice kindergarten teachers using Scratch. The aim of using Scratch was to excite students’ interest and familiarize them with the basics of programming in an open-ended, project-based, and personally meaningful environment for a semester course in the Department of Preschool Education in the University of Crete. For 13 weeks, students were introduced to the main Scratch concepts and, afterward, were asked to prepare their projects. For the projects, they were required to design their own interactive stories to teach certain concepts about mathematics or physical science to preschool-age students. The results we obtained were more satisfactory than expected and, in some regards, encouraging if one considers the fact that the research participants had no prior experiences with computational thinking

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children

Digital Student Conference Platform Implementation: The case study of the “Research Project” course

Today, during the ‘fourth industrial revolution’ which is led by the Internet and the digital ecosystem it creates, schools are expected to achieve the development of not only the functional skills of literacy and numeracy but also of general knowledge. The apparent inadequacy of the standardized education system to respond to the needs and interests of 21st-century students urges researchers to adopt new forms of teaching as meaningful and high-quality teaching requires a more active use of innovative educational methods and tools. With the rapid development of IT globally, there is a tendency to utilize the capabilities of e-learning as a mode of distance learning since itcan function both independently of and in conjunction with conventional teaching. The varied applications of Web 2.0 tools create new possibilities in the educational sector. It provides the ability to develop innovative educational methods that transform students from passive recipients of information to knowledge creators through an active involvement in the learning process often within a modern interactive environment. This study presents the results of the implementation of a teaching intervention, with the use of a flexible and student-centered web system developed and used as complementary to the ‘Research Project’ course during the first term of the 2015-2016 school year. The ultimate goal of this effort was to highlight and consequently incorporate the use of a digital platform for student conferences which we implemented in schools as a means to research, learning, and skill development. The students had the opportunity to participate in a digital community which employed distance learning tools for communication, cooperation, and learning during a digital conference in which they had leading roles as writers and reviewers. The initial results of the pilot study indicated that the use of the digital platform increased the interest of students, supported the development of various skills and contributed to the overall improvement of the teaching and learning process.Today, during the ‘fourth industrial revolution’ which is led by the Internet and the digital ecosystem it creates, schools are expected to achieve the development of not only the functional skills of literacy and numeracy but also of general knowledge. The apparent inadequacy of the standardized education system to respond to the needs and interests of 21st-century students urges researchers to adopt new forms of teaching as meaningful and high-quality teaching requires a more active use of innovative educational methods and tools. With the rapid development of IT globally, there is a tendency to utilize the capabilities of e-learning as a mode of distance learning since it can function both independently of and in conjunction with conventional teaching. The varied applications of Web 2.0 tools create new possibilities in the educational sector. It provides the ability to develop innovative educational methods that transform students from passive recipients of information to knowledge creators through an active involvement in the learning process often within a modern interactive environment. This study presents the results of the implementation of a teaching intervention, with the use of a flexible and student-centered web system developed and used as complementary to the ‘Research Project’ course during the first term of the 2015-2016 school year. The ultimate goal of this effort was to highlight and consequently incorporate the use of a digital platform for student conferences which we implemented in schools as a means to research, learning, and skill development. The students had the opportunity to participate in a digital community which employed distance learning tools for communication, cooperation, and learning during a digital conference in which they had leading roles as writers and reviewers. The initial results of the pilot study indicated that the use of the digital platform increased the interest of students, supported the development of various skills and contributed to the overall improvement of the teaching and learning process

Hellenic Scientific Associations / Companies: Towards Enhanced Open Learning

Στο παρόν άρθρο καταγράφεται η διαδικασία και τα κύρια συμπεράσματα από τη συζήτηση που διοργανώθηκε και φιλοξενήθηκε στο πλαίσιο του 9ου Διεθνούς Συνεδρίου για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση, ICODL 2017, στην Αθήνα το Σάββατο 25 Νοεμβρίου 2017. Η συζήτηση-πάνελ είχε τίτλο «Ελληνικές Επιστημονικές Ενώσεις / Εταιρίες. Παρελθόν, παρόν και μέλλον». Όπως προκύπτει από τη συνοπτική παρουσίαση του προφίλ των επιστημονικών εταιρειών/ενώσεων που συμμετείχαν και των δραστηριοτήτων τους, είμαστε μπροστά σε ένα πλήθος δράσεων και δραστηριοτήτων, από τις οποίες μπορεί να ωφεληθεί πολλαπλά ο σύγχρονος Έλληνας επιστήμονας και η εκπαιδευτική κοινότητα εν γένει. Μπορεί το κοινό στο οποίο απευθύνονται να διαφέρει, ωστόσο οι βασικές αρχές και η φιλοσοφία της ανοικτότητας, η δέσμευση στην επιστημονικότητα και η προαγωγή της έρευνας και της ποιότητας στην εκπαίδευση και την επιστήμη είναι κοινός τόπος. Παράλληλα, η διαφαινόμενη δυναμική και η συνεχώς αυξανόμενη παρουσία των επιστημονικών ενώσεων/εταιρειών στα εγχώρια και διεθνή δρώμενα ενισχύει την άποψη του σημαντικού ρόλου που καλούνται να διαδραματίσουν στο χώρο της Κοινωνίας των πολιτών και της άτυπης μάθησης.This article describes the process and main conclusions of the discussion organized and hosted at the 9th International Conference on Open and Distance Learning, ICODL 2017, in Athens on Saturday 25 November 2017. The panel discussion was titled "Greek Scientific Associations/Companies. Past, present and future". As can be seen from the profile and activities of the participating scientific associations, we are faced with a multitude of actions and activities that can benefit the modern Greek scientist and the educational community in general. The target group for each association may be different, but the basic principles and philosophy of openness, the commitment to science and the promotion of research and quality in education and science are commonplace. At the same time, the emerging dynamics and the ever-growing presence of scientific associations/companies in domestic and international events strengthen the view of the important role they are required to play in the field of civil society and informal learning