Multilingual Academic Journal of Education and Social Sciences

search-icon

The Importance of ICT in Primary Education: Interpretive Schemes and Practices in the Island of Lesvos

Open access
Information and Communication Technologies (ICTs) retain an increasing role in the modern pedagogical context, which is particularly demanding and complex. The figure of the all-flickering teacher is still considered important, regarding the use of ICT in the school unit and the familiarization of pupils with these - relevant news in the Greek educational reality - learning tools. This research contribution aims to analyze how primary school teachers understand and potentially use ICT to support and conduct their teaching work. The contribution applies two qualitative methodological techniques, participant observation and semi-structured interviews. Participant observation was conducted in thirteen schools and seventeen interviews were conducted with primary school teachers serving in different areas of Lesvos.
AECT. (1977). The definition of educational technology. AECT task force on definition and terminology. Association of educational communications and technology. Washington: DC.
Al-Fudail, M., Mellar, H. (2008). Investigating teacher stress when using technology. Computers and education, 51, (3), 1103-1110.
Becta. (2003). What research says about using ICT in maths: Educational communications and technology agent.
Collins, A., Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
Fullan, M. (2007). The new meaning of educational change. London: Routledge.
Joo, Y. J., Lim, K. Y., Kim, N. H. (2015). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers and education, 95, 114-122.
Leask, M., Younie, S. (2006). Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum. Journal of information technology for teacher education, 10, 116-134.
Levine, D., Levine, R. (1996). Society and education. Boston: Allyn and Bacon.
Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9 (3), 319-342.
OECD. (2014). Annex 1. The OECD definition of the ICT sector. Measuring the information economy.
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers and education, 37 (2), 163-178.
Spante, M., Hashemi, S. S., Lundin, M., Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent education, 5 (1), 1-21.
Shampa, P. (2010). Digital divide and economic wealth: eidence from asia- pacific countries. In Tariq, A. (Ed.), Developing sustainable digital libraries: Socio-technical perspectives, 311-322, New York: Information Science Reference.
Trimble, S. (2003). Between reform and improvement in the classroom. Principal leadership, 4 (1), 35-39.
Tziafetas, K., Avgerinos, A., Tsampika, K. (2013). Views of ICT teachers about the introduction of ICT in primary education in Greece. TOJET: The Turkish online journal of educational technology, 12 (1), 200-209.
Wicklein, R. C. (2004). Critical issues and problems in technology education. The technology teacher, 64 (4), 6-9.
In-Text Citation: (Stamati, 2020)
To Cite this Article: Stamati, M. (2020). The Importance of ICT in Primary Education: Interpretive Schemes and Practices in the Island of Lesvos. Multilingual Academic Journal of Education and Social Sciences, 8(1), 168–182.