Unit:
Deparment of French Language and LiteratureLibrary of the School of Philosophy
Author:
Markantonakis Stylianos
Dissertation committee:
Αργυρώ Πρόσκολλη, Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Φιλοσοφική Σχολή Ε.Κ.Π.Α.
Μαρία-Χριστίνα Αναστασιάδη, Αναπληρώτρια Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Φιλοσοφική Σχολή Ε.Κ.Π.Α.
Μαρία Πατέλη, Αναπληρώτρια Καθηγήτρια, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Φιλοσοφική Σχολή Ε.Κ.Π.Α.
Παναγιώτης Αρβανίτης, Αναπληρωτής Καθηγητής, Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Α.Π.Θ.
Παναγιώτης Παναγιωτίδης, Αναπληρωτής Καθηγητής,Τμήμα Γαλλικής Γλώσσας και Φιλολογίας, Α.Π.Θ.
Ελευθερία Δογορίτη, Αναπληρώτρια Καθηγήτρια, Τμήμα Διοίκησης Επιχειρήσεων, Τ.Ε.Ι. Ηπείρου
Χαράλαμπος Γκούσιος, Αναπληρωτής. Καθηγητής, Τμήμα Διεθνών και Ευρωπαϊκών Σπουδών, Πανεπιστήμιο Πειραιώς
Original Title:
Les effets de l’intégration des NTIC en formation didactique des étudiants-futurs enseignants de FLE
Translated title:
The effects of integrating NICT into teaching training of students-future teachers of French as a Foreign Language
Summary:
Within the framework of initiatives for the reform of the syllabus at the Faculty of French Language and Literature of the National Kapodistrian University of Athens, a pilot program of updating the two semestrial academic courses in Didactics was implemented during the 2009-2010 academic year.
The aim of this venture was the effective use of ICT in the education/training of the students-future teachers of the French Language while placing emphasis on 3 technological tools:
• The electronic platform of distance learning (e-Class)
• A teleconferencing tool
• A wiki website.
For the evaluation of the results, quantitative and qualitative research was conducted in order to study the effect of ICT use in skills development –both didactic and crosswise– of the Faculty students and also to locate the possibilities as well as the limitations in the optimization of the digital tools that were used both in face-to-face, as well as in distance learning/training.
Data from our individual research corpora was drawn from a sample of 425 research subjects that participated in the semestrial examination of the courses they had attended either face to face or through distance learning. Apart from the frequency in the use of technological tools and its effect on the didactic skills of our research subjects, we also studied their stances and perceptions towards the new ways of learning, which the incorporation of these tools imposes on the instruction of the relevant academic subjects.
In particular, taking advantage of the possibilities that the specialized software SPSS offers, we put into practice a deep statistical analysis of data that was collected for each of the digital tools; in particular, we studied:
a. the electronic platform, e-Class, and its various tools that were utilized,
- the type, number and duration of the visits to the platform that the enrolled students made
- their motivation rate of participation in the activities of the assessment term
- the grading results in the three assignments, as well as in the final semestrial examination
b. the teleconferencing tool that was solely used by the students who attended distance learning courses:
- the rate of their engagement and participation in the activities during the Progress period
- the grading results of the particular sample in the three assignments, as well as in the final semestrial examination
- their answers in the subject assessment questionnaire
c. For the wiki website:
- The students’ participation in the creation of the wiki and their contribution to its content
- the grading results in the activities during the Progress period, as well as in the final semestrial examination
- their stances and perceptions in connection with the wiki.
Our research results along with our active and constant engagement during the action-research allowed us to reach conclusions about the technological-pedagogical approaches that have to determine each effort of ICT utilization in education and mainly in the education/training of (future) foreign language teachers. Our findings formed the basis to suggest the creation of a digital learning environment with the form of a virtual ecosystem that will –in the dawn of the 21st century– better respond to the demands of a new digital generation and the needs of a collective knowledge society.
Main subject category:
Education
Other subject categories:
French language
Informatics in education
Keywords:
Initial training of French teachers, Teaching of living languages, Knowledge and Competence Assessment, ICT, Online learning platforms, Tele-teaching, Wiki, Virtual Ecosystem, Digital Learning environments, e-learning, Distance learning, Blended Learning, Techno pedagogical approach, Collaborative learning, Formation initiale des professeurs de FLE, Didactique des langues vivantes,Évaluation de savoirs et de compétences,TIC,Téléenseignement,Wiki, Enseignement en ligne,Plateformes d’apprentissage en ligne,Enseignement à distance,Enseignement hybride/mixte,Environnements d’apprentissage numériques,Ecosystème virtuel,Approche techno-pédagogique,Apprentissage collaboratif
Number of references:
158
