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The school of tomorrow: A school open to the world – Examples of elements of
good practice.
Open Classroom Conference, Barcelona 2000
Dr S.A.Sotiriou, Ellinogermaniki Agogi
The use of ICT in the school
The new technologies must not be imposed
as a substitute to the conventional teaching
but rather as an add-on that has to justify
its introduction through the qualitative
upgrade it offers to everyday school
practice.
The vision for the school of tomorrow
The school of tomorrow will be able to emit and
absorb along different wavelengths, be immersed in
contemporary culture be open to the emotions, facts
and news of its time. It will be permeated by society
but not unprotected. The relationship between the
school and society will be one of osmosis, where the
new educational tools and learning environments will
filter guide and act as a membrane and interface
M. Zini, i3 magazine
The main educational concepts
• Enhancement of a constructivistic approach to teaching
• Development of an interdisciplinary model in current educational practice
• Learning should be a collaborative experience• Equal and parallel development of pedagogical and
technological aspects• Innovative pedagogical and technological aspects
have to be systematically evaluated
Enhancement of a constructivistic approach
Learning should be the outcome of formulating
questions, investigating, researching and sharing
results.
Students feel personal investment in the
investigation, they develop critical thinking and
firsthand experience in the ways technology design
can both serve and inspire scientific investigation.
Development of an interdisciplinary model in current
educational practice
It is held that interdisciplinarity is crucial
towards enhancing the effectiveness of
education, since it provides a unique way of
strengthening learning processes, such as
discovering analogies, similarities etc., while
providing application examples, which are
inherently closer to real world problems.
Learning should be a collaborative experience
It is widely held that increased students’
participation stimulates interest and enhances
learning. Furthermore, students’ collaboration
and interaction is one of the most essential
characteristics of success of the didactical
approach.
Equal and parallel development of pedagogical
and technological innovationsIn the presented approach technological innovations were
designed to serve clear and specific educational demands.
During the development of the presented tools students and
teachers came together with researchers,
psychologists, and technological and educational experts to
contribute to the re-engineering of the school of tomorrow and
test and evaluate the new ideas, concepts and technologies in
real school environments.
The cycles of school-centred work are not only meant for
evaluation purposes (technological and pedagogical). The
aim is to help both teachers and students reach beyond
“clichιs” to the areas in which they can make the most
valuable contributions, and potentially increase their role
on the world stage afterwards. To assure maximal usability
of the new tools, optimal adaptation to the local
environments and realistic evaluation of the pedagogical
effects, the developed software add-ons use a heavily
student-centred approach.
Innovative pedagogical and technological aspects have to be
systematically evaluatedThe evaluation of the electronic tools of all the presented
projects was performed according to an academic valid scheme, based on well-defined methodologies. The aim is to
develop a better theoretical framework on how different types of tools and learning environments support different types of thinking, reasoning and understanding. The research process
includes quasi-experimental design (pre- and post achievement tests in control and experimental groups) and on-
field observations (interviews, teachers logbook, video captures).
Technological Innovation
All presented tools have real time data analysis capabilities. Our aim for the developed educational tools is for them to be fast
processing tools, free from complex procedures, giving students the opportunity to easily access the data on demand.
The open architecture of the tools allows for additions, modifications and improvements in their introduction to the
real school environments as well as for future expansion. The tools allow for full freedom in the selection of the parameters
plotted, the axis, the time window, etc.
Application examples
• AgroWeb project
• e-Hermes and YouRA projects
• Artemis and Athina projects
• EuroSPIn project
AgroWeb
The project aims at the exploitation of the ICT for the development of an environment that promotes interdisciplinary approaches and makes full use of
the capacity of informal learning. In the framework of the AgroWeb project students from four European countries collect information about
the agricultural products of their region, which they present and sell through the Internet
E-Hermes and YouRA projects
The projects aim at the development and application of a pedagogical framework suitable for the implementation of
Open and Distance Learning (ODL) to 10-17 year old students.
Since in this age students do not easily use foreign languages, during the development of the electronic tool special emphasis
was given in the possibility of non-verbal communication, communication based in the use of drawings, photographs and
video.
StudentsTeachers
Group
StudentsTeachers
Group StudentsTeachers
Group
StudentsTeachers
Group
StudentsTeachers
Groupe-Tool
e-tool
The e-tool’s main characteristics are:• multi platform software application• databases with TCP-IP connectivity• produces plots in real time
The user-interface was developed to:• guarantee full freedom of students in choosing the form of plots• address clear educational demands
www.ellinogermaniki.gr/e-Hermes/dataentry/show.html
pH
Data analysis
Homemade devices
Students construct
their own devices in
order to measure:
• the temperature
• the pressure
• the height of rainfall
• the speed of the wind
• the direction of the wind
Students’ activities
The YouRA project: The user-interface
The Artemis and Athina projectsThe Artemis and Athina projects aim at the creation of an advanced
technology language course for the teaching of Modern Greek through various educational channels. Artemis project is covering
the introductory level, while Athina project is devoted to the advanced level of learning the Greek language. The projects
develop written material, CD-ROM, DVD-ROM with interactive multimedia and use digital video and advanced Internet platforms for facilitating ODL (including interactive applications like video, distributed authoring environments, web-based books etc.). The communicative approach to language teaching is at the core of
Artemis and Athina's materials.
e-tools
The EuroSPIn projectThe project aims at the development of a model of
cooperation between the media and the schools
throughout Europe. Within the aims of the project
is also the development of a model of active civic
education that allows students to participate in research
efforts. In the framework of the program students perform
a research with questionnaires and interviews on the
preferences, attitudes, political beliefs and ideological
dispositions of European youth, under the supervision
of specialized experts who will collaborate with the
students and the teachers participating in the project.
Instructions – Data entry - Results
Instructions: How to view the questions
Question 13a – Total results – Histogram
Question 13a – Total results – Pie chart
Question 13a – Results after imposed criteria
Conclusions The presented pedagogical concepts govern the scientific
research in the fields of Pedagogy and Educational Technology. This research is in principle necessary to be performed in a large
multinational community for science advance and broad benefits. The developed tools are results of collaboration of
complementary expertise in the fields of technology, communications, basic research, educational software
development, education, science teaching and pedagogical psychology, a group that can be brought together only in the
dimensions of the European Union.
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