Emmanuel Fokides

Tablets in education. Results from the initiative ETiE, for teaching plants to primary school students

The study presents the results from the first phase of the initiative Emerging Technologies in Education. At this stage, we examined the learning outcomes from the use of tablets and an application as content delivery methods for teaching plants’ parts, reproduction types and organs, photosynthesis, and respiration. The project lasted for four months and the target group was 246 sixth-grade primary school students, divided into three groups. In the first, students were taught conventionally, using notes and the textbook. In the second, a contemporary teaching method was used, but the instruction was not technologically enhanced. The third group of students used the application. Data were collected by means of questionnaires and evaluation sheets. Results indicate that students in the third group outperformed students in the other two groups. On the other hand, there were no differences between the last two groups, regarding students’ misconceptions. The findings point to the need of further investigation of the educational uses of tablets and their applications.

Virtual Reality and Museum: An Educational Application for Museum Education

This paper discusses the development of a virtual reality museum. An effort was made so that the virtual museum represents the Byzantine, medieval museum in Rhodes as closely as possible. Simple and low cost tools were used to allow rapid development of relatively good quality applications. This was attempted to validate our belief that the construction of VR applications is within the abilities of the majority of computer users. In this case and taking into account the well documented educational value of VR, it would be possible to assert that teachers could construct and use VR applications in their everyday teaching.

Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings

The study presents the development and testing of a model for explaining the learning outcomes when individuals use 3D virtual environments (VEs) in informal learning settings. For that matter, a VE was developed, presenting the work of a sculptress, namely Nausica Pastra. The following subjective factors were considered so as to build a research model: perceived usefulness, perceived ease of use, motivation, presence, perceived application’s realism, as well as the enjoyment when using VEs. Self-reported data together with the results of tests embedded in the VE were gathered from 612 individuals. Structural Equation Modelling was employed for model testing and parameter estimation. The analyses of the results revealed a good model fit and 53% of the variance in the learning outcomes was explained. Out of the twenty research hypotheses, fifteen were supported. It was found that the most significant factors affecting the learning outcomes were motivation, perceived ease of use, perceived usefulness, and enjoyment. The implications of the findings for experts involved in the development of virtual museums are also discussed.

Religious Perceptions and the Use of Technology: Profiling the Future Teachers of Religious Education

This study analyzes the profile of Greek university students who will be teaching courses related to religion when they become practitioners at primary school and high school level, in relation to their views on technology. For this purpose, four factors were examined: religious beliefs, use of technology, attitude towards technology, and their views regarding the use of technology for the dissemination of religious beliefs. The sample comprised of 570 students studying at Departments of Theology and Primary School Education at Greek universities. The data analysis revealed that participants, in general, are not highly religious. Both believers and non-believers seem to have a positive attitude towards technology, which they are willing to use in an educational context. Furthermore, they do not believe that religion and technology contradict each other. The implications of the findings are also discussed.

Using Digital Storytelling to Inform Students About Bullying: Results of a Pilot Program

The study presents the results of a pilot program in which digital storytelling was used in order to inform fourth-grade students about bullying. The constructivist principles concerning the learning process, and in particular, the requirement of students’ active participation, provided the necessary framework. Students created their own digital stories about bullying, while the researcher, although present, avoided to intervene, to guide or to lecture students to a great extent. The intervention was short in duration and easily applied, without altering the school’s timetable. Qualitative analysis of the data indicates that, through their digital stories, students were able to grasp the main aspects of bullying and how they should react, but the role of bystanders was unclear to them. The results of the study might prove useful in the formation of a more comprehensive anti-bullying program. KEywoRDS Bully, Bullying, Bystander, Constructivism, Digital Storytelling, Victim

Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece

The study presents the results of a pilot implementation of the Content and Language Integrated Learning in OpenSimulator Project-CLILiOP. Content and Language Integrated Learning together with constructivism provided the theoretical basis of the project. A multi-user virtual environment was developed using Opensimulator, which entailed a tour of the students’ avatars on a virtual island where they viewed and exchanged information in the English language regarding geographical terms and concepts. The project’s duration was ten weeks. A total of 105 students participated, divided into three groups: one used the application, the second was taught the same cognitive material using a conventional teaching method, but still under the scope of CLIL, while the third was conventionally taught. Results indicate that the learning outcomes of CLILiOP were better compared to the other two teaching methods, but also underline the need to further investigate the uses of 3D multi-user virtual environments in second language learning.

Virtual Museums in Arts Education. Results of a Pilot Project in Primary School Settings

Aims: The study presents the results of a pilot project in which virtual museums were used for teaching modern painters to sixth-grade primary school students. Study Design: Experimental study with one experimental and two control groups. Place and Duration of Study: A total of 132 students participated in the study coming from 6 primary schools located in Athens, Greece. The duration of the projects was between January to February 2017. Methodology: The virtual museums were developed by the students using the program Artsteps. For comparing the learning outcomes, two additional groups of students were formed. To the first, the teaching was conventional, while in the second the teaching was supported by multimedia presentations. Research data was collected using questionnaires and evaluation sheets. Results: From the analysis of the results it became evident that students that developed the virtual museums surpassed, in most cases, the other groups of students. The views of students for their work with virtual museums were highly positive. Conclusion: The results lead to the need for further investigation of the matter.

Using Autobiographical Digital Storytelling for the Integration of a Foreign Student in the School Environment. A Case Study.

Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Pre-Service Teachers, Computers, and ICT Courses: A Troubled Relationship

The study presents the results of a four-year long survey among pre-service teachers, examining factors which influence their knowledge and skills on computers, as well as factors which contribute to shaping their perceived computer competency. Participants were seven hundred fifty-four senior students, at the Department of Primary School Education, University of the Aegean. Results analyses, using multiple linear regression, indicate that pre-service teachers do not actually know much about computers and that they base their perceived competence on computers mainly on how skilled they believe they are in office applications. Results also indicated that the number of ICT related courses students attended contributed, to some extent, in knowledge acquisition but did not influence their perceived computer competency. Based on the results, recommendations are made in order/so as pre-service teachers to be more adequately prepared to meet the challenges of using ICT at school.