The Implementation of the New Technologies in the Modern Teaching of Courses

Androniki Patsia,Stefanos Armakolas,Argiro Kakkou,Athina Kazana

doi:10.31014/aior.1993.04.01.183

Abstract

Rapid developments in science require the application of new technologies in the field of education, aiming at changing the traditional and obsolete ways of teaching, providing ground for new forms. These new forms of teaching do not replace the teacher but adapt his role from omniscient to mentor and role model for students. With the use of technological means and the teacher's contribution to the teaching of the courses, the results in learning - let alone in the understanding of specialty courses- can be even more remarkable and bring about changes and perspectives for new approaches in the field of education. The aim of this survey was to investigate the use of new technologies by teachers today in the teaching of specialty courses and to what extent this implementation can improve the learning process. The results of the research show that our sample not only has a positive attitude towards the use of new forms of technology in the teaching of specialty courses but also seems to understand the benefits that arise from their use for the teachers themselves, for students, and the whole educational process.

Highlights

Computer Supported Collaborative Learning (CSCL) is becoming ubiquitous in part due to the increasing presence of technology in formal learning environments, creating learning scenarios which involve multiple activities distributed across physical and virtual spaces
Teachers are becoming aware through their experience of the MUVE that extended learning between online and in-presence implies an embodiment framework as a unifying perspective, considering that all psychological processes are influenced by body morphology, sensory systems, motor systems, and emotions (Glenberg, 2010; Schubert & Semin (2009)
Children used the interactive Geographic Information System (GIS) maps in flexible and inventive ways as they moved between their everyday experiences in the schoolyard, the data collection and transformation experiences, and reasoning about patterns and relationships in their abstracted data

Summary

Introduction

Computer Supported Collaborative Learning (CSCL) is becoming ubiquitous in part due to the increasing presence of technology in formal learning environments, creating learning scenarios which involve multiple activities distributed across physical and virtual spaces. This research advocates for the development of learning environments that allow students to attend to and understand data in relation to the local contexts in which it is collected or is about, by establishing personal relationships to data (see Kahn, 2017; Craig, 2017; Lee, 2019; Roberts et al, 2014; Shapiro et al, 2018) This project adapts tools that comprise a new approach to visualizing and interpreting human activity I have developed and call interaction geography (Shapiro, Hall & Owens, 2017; Shapiro & Hall, 2018). The idea thread syntheses were used as “boundary objects” in Knowledge Building communities

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