@article{Verykios2018,
title = {Children’s Voice and School Improvement: The Role of Technology in the Inclusive School of the Future},
author = {Theodora Kouvara and Christoforos Karachristos and Elias Stavropoulos and Vassilios Verykios},
url = {https://eeyem.eap.gr/wp-content/uploads/2019/12/3040-14433-1-PB.pdf},
doi = {https://doi.org/10.15516/cje.v20i0.3040},
issn = {1848-5197},
year = {2018},
date = {2018-11-13},
journal = {CROATIAN JOURNAL OF EDUCATION},
volume = {20},
number = {1},
pages = {107-131},
abstract = {The purpose of the study is to indicate the importance of inclusive education. This study focuses on the need for student’s voice to be heard and considered during educational planning. By doing this, the study intends to detect which students are marginalized, and use this method towards school improvement. The research was conducted in two kindergartens. In the first, twenty-two students and two teachers were interviewed (kindergarten teacher and headmistress), while in the second, we used the method of non-participant observation with five children attending the integration class, as well as the teachers, during one month. Interviews were conducted in the second school, too, only with two teachers (qualified pedagogue and headmistress). During our study, marginalized students have been identified due to the difficulties they face, and we have managed to strengthen children’s confidence, and help create a more empathetic school environment. These have been implemented through a school project in which students narrate their personal stories using digital storytelling software. Our aim has also been to encourage the creation of stories for the production of which Scratch digital storytelling software was used.},
keywords = {cooperation, digital storytelling, improvement of the school unit, pluralistic education, preschool children |},
pubstate = {published},
tppubtype = {article}
}
The purpose of the study is to indicate the importance of inclusive education. This study focuses on the need for student’s voice to be heard and considered during educational planning. By doing this, the study intends to detect which students are marginalized, and use this method towards school improvement. The research was conducted in two kindergartens. In the first, twenty-two students and two teachers were interviewed (kindergarten teacher and headmistress), while in the second, we used the method of non-participant observation with five children attending the integration class, as well as the teachers, during one month. Interviews were conducted in the second school, too, only with two teachers (qualified pedagogue and headmistress). During our study, marginalized students have been identified due to the difficulties they face, and we have managed to strengthen children’s confidence, and help create a more empathetic school environment. These have been implemented through a school project in which students narrate their personal stories using digital storytelling software. Our aim has also been to encourage the creation of stories for the production of which Scratch digital storytelling software was used.
@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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