Ψηφιακός μεθοδολογικός οδηγός για εκπαιδευτικούς : σχεδιασμός και ανάπτυξη μικρομαθημάτων για τη βυζαντινή ιστορία της Β΄ Γυμνάσιου με αξιοποίηση του Google Classroom

Λιανού, Δήμητρα

Digital methodological guide for teachers : design and development of mini-lessons on byzantine history for the 2nd Grade of lower secondary school, using Google Classroom

Master Thesis

Author

Λιανού, Δήμητρα

Date

2026-09

Abstract

History education is increasingly called upon to move beyond teaching practices centred primarily on narration and memorisation and to provide students with greater opportunities to investigate the past actively through historical questions and evidence. Within this context, the present master’s thesis aims to design and develop a digital methodological guide for teachers that supports an inquiry-based and source-centred approach to teaching Byzantine History in the second year of Greek lower secondary school. The Guide is organised around Google Classroom as its central digital environment and consists of a general methodological section and four self-contained mini-lessons focusing on Constantine the Great and the foundation of Constantinople, Justinian, the Macedonian Dynasty, and the Fall of Constantinople in 1453. Each mini-lesson is designed for two teaching periods and is structured according to the main phases of inquiry-based learning. Historical source analysis, central inquiry questions and thinking routines are systematically integrated into the instructional design in order to support historical thinking, evidence-based interpretation and active student engagement. Alongside Google Classroom, a range of digital tools was used in the development of the material, including Genially, Lumi/H5P, Google Slides, Canva, Google Docs, Google Forms, YouTube, VidnozAI and NotebookLM. The resulting educational material includes interactive implementation guides, videos, presentations, infographics, student worksheets, branching scenarios, and assessment and reflection tools. Particular emphasis is placed on supporting teachers, so that the Guide functions not merely as a collection of ready-to-use resources but also as a methodological framework that can be adapted to different classroom needs. The development of the Guide was informed by a review of the relevant literature on historical thinking, inquiry-based learning, historical source use and thinking routines, as well as by an examination of the institutional framework and related Greek and international educational initiatives. The final evaluation concerns the quality and coherence of the instructional design rather than its empirically demonstrated effectiveness. A future pilot implementation in authentic classroom settings is therefore proposed as the next stage, allowing the material to be revised on the basis of feedback from teachers and students.

Postgraduate Studies Programme

Ηλεκτρονική Μάθηση

Department

Σχολή Τεχνολογιών Πληροφορικής και Επικοινωνιών. Τμήμα Ψηφιακών Συστημάτων

Number of pages

158

Language

Greek

URI

https://dione.lib.unipi.gr/xmlui/handle/unipi/19851

Collections

Τμήμα Ψηφιακών Συστημάτων

Show full item record

Except where otherwise noted, this item's license is described as
Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα