Unit:
Κατεύθυνση Γλωσσολογία: θεωρία και εφαρμογέςLibrary of the School of Philosophy
Supervisors info:
Ευδοκία Καραβά Αναπληρώτρια Καθηγήτρια Τμήμα Αγγλικής Γλώσσας και Φιλολογίας Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Βασιλική Μιτσικοπούλου Αναπληρώτρια Καθηγήτρια Τμήμα Αγγλικής Γλώσσας και Φιλολογίας Εθνικού και Καποδιστριακού Πανεπιστημίου Αθηνών
Original Title:
The Impact of the Digital School Open Educational Resources and Practices on EFL primary and secondary courses in Greece
Translated title:
The Impact of the Digital School Open Educational Resources and Practices on EFL primary and secondary courses in Greece
Summary:
The dissertation draws on National Educational Initiatives to promote open and flexible learning through ICT, in particular the impact of Open Educational Resources (OERs) on language teaching and learning. The Digital School Open Content services have been implemented in the realms of the Hellenic National policy for Digital Educational Content for primary and secondary education and have effected the Open Interactive Textbooks portal and ‘Photodentro’ Reusable Learning Object Repositories (RLORs) (Megalou & Kaklamanis, 2018). Although open educational resources (OERs) reside in the foundational pillar of educational policies for equitable access to high quality learning, there are challenges preventing educators from adopting them. However, educators’ responsiveness to OERs has not been widely researched neither the outcomes of open education intervention schemes have been consistently monitored and assessed. (UNESCO & COL, 2016).
With a view to investigating the impact of the Digital School Open Content e-based services on English language courses across primary and secondary education, a survey study was conducted using a questionnaire amongst 198 EFL teachers. The research explored the extent to which Dschool Interactive Textbooks, Photodentro RLORs and platforms are known and used for English language learning in primary and secondary schools. It also explored EFL teachers’ perceptions and engagement with OERs and open educational practices (OEPs). Findings suggest that teachers’ awareness of OERs was high but their levels of familiarity and engagement were moderately low. It also was found that only the OERs embedded in the Interactive Textbooks were systematically applied by half of the respondents, almost exclusively for the preparation and the presentation of their lessons with appropriate adaptation. As regards the impact of open educational practices (OEPs), there was low scale reporting of repurposing and redistribution between teachers. This research offers insight into Dschool open content applications for other school subjects and contributes to the digital education action plan agenda.
Main subject category:
Language – Literature
Keywords:
Digital School, Open Educational Resources, Open Educational Practices, EFL teachers, Primary and Secondary Education
