Unit:
Department of Primary EducationLibrary of the School of Education
Dissertation committee:
Αγγελική Βουδούρη, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Βασίλειος Γιαλαμάς, Καθηγητής, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, ΕΚΠΑ
Δημοσθένης Δασκαλάκης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Ζαφειρία Ηρώ Μυλωνάκου-Κεκέ, Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Νικόλαος Ζαράνης, Καθηγητής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Κρήτης
Άννα Σαΐτη, Καθηγήτρια, Τμήμα Αγωγής και Φροντίδας στην Πρώιμη Παιδική Ηλικία, ΠΑΔΑ
Κωνσταντίνα Τσώλη, Επίκουρη Καθηγήτρια, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, ΕΚΠΑ
Original Title:
Ανάπτυξη Εννοιολογικού Ολιστικού Μοντέλου για την Ενσωμάτωση των ΤΠΕ στο Δημοτικό Σχολείο
Translated title:
Development of a Conceptual Holistic Model for ICT Integration in Primary School
Summary:
The changes brought about by the development and evolution of Information and Communication Technologies (ICT), in socio-economic, scientific and technological level, in combination with the rapid aging of knowledge, have a decisive effect on the epistemological view of the essence of knowledge and led to the need of effective integration of ICT in education systems, especially in Primary School.
This research aims at the empirical investigation of the integration processes of ICT in the Primary School in our country and in particular in the construction of a holistic model of the factors that influence the process of the integration of ICT, within the social context of the Primary School. From the point of view of the theoretical background and the corresponding methodological choices, a holistic-multifactorial approach is adopted in the direction of school improvement.
A theoretical conceptual framework of the factors involved in the integration of ICT in the Primary School was constructed, based on the relevant literature, taking into account the particular characteristics of the Primary School in our country. This theoretical framework was researched, through quantitative research, using an appropriate research tool (questionnaire) developed by the researcher. The analysis of the research data was based on the statistical technique of Factor Analysis, in order to investigate the degree of adaptation of the research data to each factor of the theoretical framework, in order to obtain a statistically validated holistic model of factors that directly or indirectly affect the process of integration of ICT in the Primary School in our country. From this process, the corresponding measurement scales were also constructed for each of the factors of the holistic model.
The results of the research confirm the validity of the theoretical-hypothetical framework. However, as the research findings show, the factors related to the individual characteristics of teachers and especially the training in pedagogical use of ICT, emerge as the most important factor of the empirical model. The concept of the readiness of the Primary School for the integration of ICT almost coincides on the use of ICT by teachers, while the need for improvement of the terms and conditions related to school improvement and educational change is recorded.
Main subject category:
Education
Keywords:
ICT, Primary School, School improvement, ICT integration, Holistic model, Factor analysis
Number of references:
328
