@article{Kouvara2019,
title = {Technology and School Unit Improvement: Researching, Reconsidering and Reconstructing the School Context through a Multi-Thematic Digital Storytelling Project},
author = {Theodora K. Kouvara and Stavroula A. Karasoula and Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/socsci-08-00049-v2-1.pdf},
doi = {https://doi.org/10.3390/socsci8020071},
year = {2019},
date = {2019-02-06},
journal = {Social Sciences},
volume = {8},
number = {2},
pages = {49},
abstract = {Digital stories comprise a technological tool which can engage learners in collaborative learning as well as lead them to experientially acquire knowledge through a constructive process. The aim of the current action research, for which a cooperative network between academics and teachers was created, is to show how digital storytelling can emerge as an inclusive education tool through investigating the changes brought about by its implementation on the academic and social context of a school unit. The research was conducted in a Greek primary school and lasted seven months, involving two fifth grade classes and an integration class. It followed the three stages of a multi-thematic digital story project (preparation, implementation, and evaluation) and learners were called to research and process information, at their own pace, from diverse cognitive domains (art, science, coding). The research tools employed were participatory observation, diary research, and semi-structured interviews. The research positively influenced the reconstruction of the school unit since teachers reconsidered some of their educational techniques as non-inclusive, utilized technology
as an instrument of constructive and experiential learning based on the diversity of each student, and
reinforced learners’ critical thinking and imagination while cultivating a climate of empathy and
self-confidence among students.},
keywords = {action research, critical thinking, inclusive education, school networks, student engagement},
pubstate = {published},
tppubtype = {article}
}
Digital stories comprise a technological tool which can engage learners in collaborative learning as well as lead them to experientially acquire knowledge through a constructive process. The aim of the current action research, for which a cooperative network between academics and teachers was created, is to show how digital storytelling can emerge as an inclusive education tool through investigating the changes brought about by its implementation on the academic and social context of a school unit. The research was conducted in a Greek primary school and lasted seven months, involving two fifth grade classes and an integration class. It followed the three stages of a multi-thematic digital story project (preparation, implementation, and evaluation) and learners were called to research and process information, at their own pace, from diverse cognitive domains (art, science, coding). The research tools employed were participatory observation, diary research, and semi-structured interviews. The research positively influenced the reconstruction of the school unit since teachers reconsidered some of their educational techniques as non-inclusive, utilized technology
as an instrument of constructive and experiential learning based on the diversity of each student, and
reinforced learners’ critical thinking and imagination while cultivating a climate of empathy and
self-confidence among students.
@inproceedings{Kouvara2017,
title = {Children's voice and school improvement: The role of technology in the inclusive school of the future},
author = {Theodora K. Kouvara and Christoforos V. Karachristos and Elias C. Stavropoulos and Vassilios S. Verykios},
booktitle = {In Proc. of the 69th OMEP World Assembly and International Conference},
keywords = {children's voice, digital storytelling, improvement of the school unit, inclusive education},
pubstate = {forthcoming},
tppubtype = {inproceedings}
}
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