Αξιοποίηση εικονικών κόσμων για την κατάρτιση εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης
Κλινάκης, Δημήτριος Γ.
SubjectΕκπαιδευτική τεχνολογία ; Εκπαιδευτικοί -- Επιμόρφωση ; Εκπαίδευση από απόσταση ; Επαγγελματική εκπαίδευση ; Εικονική πραγματικότητα στην εκπαίδευση
The first pedagogical intervention a teacher makes or more correctly should make (sometimes even before meeting the students) is the spatial organization of the class. Space that will accommodate him and his students for the entire year, the scope of most - if not all - of the educational activities of a class or a specific department. But it is the one that perhaps is given less importance, although mentioned by many scholars that has a great stake in the learning outcome. The survey data in the thematic "organization of the school space" is from studies done in previous seasons and have not been renewed further, complicating the effort for teacher education. The given architecture of the school buildings, along with an established attitude, perception and practice of many years in the educational reality has contributed to a superficial treatment of the field of organization of the classroom (Classroom organization). The entrance of Information and Communication Technologies (ICT) in school education (Primary, Secondary and Tertiary Education) over the last years, despite the serious debate that has caused, a few things have contributed to the differing attitude of the organization of the classroom or changed the form of teaching styles to more teamwork despite the contrary directions of the new Curriculum (CD).