Τεχνολογικά υποστηριζόμενη μάθηση : κριτήρια αξιολόγησης ψηφιακών διδακτικών σεναρίων με εστίαση σε σενάρια μαθηματικών β/βάθμιας εκπαίδευσης
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Keywords
e-Learning ; e-Learning scenario ; Evaluation criteria ; ICT in teaching ; TPACK model ; SAMR model ; TIMAbstract
The purpose of this thesis is to investigate evaluation criteria for e-learning scenarios, and, according to
them, to formulate quality specifications for these scenarios, as well as the best practices for integrating
ICT in teaching. From a theoretical point of view, the formulation of criteria and specifications is based on
the TPACK, SAMR, TIM, Unite and SQD models. At first, the evaluation factors of an e-learning scenario are
explored, and then a well-structured scenario is defined according to these factors. The evaluation of the
teaching scenarios is initially achieved by using a rubric and then it is specialized by using a matrix, which
includes best practices for integrating ICT in teaching. For the research sample, e-learning scenarios for
Mathematics in secondary education were used, which were created during the rapid teacher training
program "T4E". The research conducted is qualitative, and the scenarios are evaluated using a rubric, in
which the numbers represent descriptions rather than a rating. The criteria identified in most sources were
the structure and the objective formulation of the scenario, the reinforcement and organization of the
collaboration between students. The problems identified in the evaluation of teaching scenarios were
mainly related to the variety of activities and the plot of the scenarios, while in relation to the good practices
of integrating ICT in teaching, there is general agreement that ICT should add value to the learning process,
enable activities and processes which could not happen before, and which promote the development of
high-order thinking skills.