The Impact of Information Communication Technology (ICT) to the Greek Educational Community

The Impact of Information Communication Technology (ICT) to the Greek Educational Community

Paraskevi Mentzelou (Alexander Technological Educational Institute (A.T.E.I.) of Thessaloniki, Greece) and Dimitrios Drogidis (School Consultant of Primary Education, Greece)
DOI: 10.4018/978-1-60566-788-1.ch014
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The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to contribute to the prosperity of Greek Society, Greek Nation and humanity. The fulfillments of these aims require a dynamic educational system with the potential of incessant adjustment emanated from the interaction between national education and societal needs and demands. Living in an information and knowledge society where quality is its goal, Greek education system has to be enriched with all the characteristics and means that specify educational quality. In a framework, where educational changes are unavoidable due to the entrance of Information and Communication Technology (ICT) and especially the use of World Wide Web in Greek education system, an effort to present the current impact to Greek Educational community is attempted.Specifically in this chapter there is a reference on ways, efforts, stages and methods that have been set for the application of ICT to Greek education system and presents effects, issues, trends and utilization of World Wide Web by the Greek educational community.
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Computer revolution, multimedia advancement together with the combination of speedy, effective and without barriers communication in relation with the tremendous amount of information have set a new base for co-operation, collaboration and teamwork at national and international levels. During 1990s, the advent of the World Wide Web (WWW) had opened up new possibilities in the education sector as it became one of the most important delivery medium.

Any type of learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction or facilitation, falls in e-Learning type of learning. E-Learning gives new opportunities based on a more individualized type of teaching, where pupils and students are able to control their learning process and teaching has to be organized in the form that learners learn to learn and also understand that they have the responsibility of their learning progress. The greatest achievement, that the combination of technology and information has brought, is the delusion of “being there” in “cyberspace” which is a “non-physical” place.

Nowadays, it is worldwide accepted that the role of Information and Communication Technology in society’s development is continuously increasing and the meeting of its requirements demands an active reaction to the challenges that information society generates. As our society becomes more and more dependable on information and knowledge processing, it is required by individuals to have a concrete and wide educational basis over which they will be able to build the new knowledge. It is generally accepted that “today students” who are the “tomorrow citizens” should be “digitally literate” and this can be achieved only if they have already gained the basic skills that will allow them to take the advantages of equal chances in a world where digital functions are diffused. Consequently, educational systems have to offer to its candidates the demanded opportunities for “not to be left behind” in our “Knowledge Society”. This following up of scientific, technological and socio-economic developments generate the need for the acquisition of specific knowledge and training according to individual needs (Race, 2000). The traditional educational forms are not adequate to meet these demands so the adaptation of innovative educational or training forms is required to be set in action (Hanseth & Monteiro, 1996; Barak, 2007). The most common one which can satisfy this demand of continuous learning process is Distance Learning or Distance Education or Tele- Education, where its application is based on ICT and more specifically on World Wide Web. This new form of education where its fans and devotees are increasing globally, gives the opportunity to individuals to be educated according to their time schedule, their careers’ needs and the most important in their places. Of course, this means that the individual who will use this new educational form has already gained the basic required skills (Mungania, 2003).

It is a fact that in Greece, the applications of technological developments in all sectors including the educational one arrived with a little delay. During the last twenty years the Greek Governments have identified the important role that ICT plays at all society’s levels and sectors and they are investing heavily in the promotion and application of ICT in Greece. Nowadays, despite the enormous efforts that Greek Government is applying the progress rate of the use of ICT is very low in comparison with other developing countries. World Economic Forum in its Global Competiveness Report points out that Greece in Networked Readiness Index is the 56th among 131 developing countries (World Economy Forum, 2007-2008).

A digital environment requires availability of computers, Internet connections and ICT skills and this environment becomes an effective one only when individuals know how to master them.

A study that has been conducted by European Commission- Information Society and Media Directorate General under the title “Benchmarking Access and Use of ICT in European Schools 2006” which included statistical data relative to computer availability, internet connection and ICT use in classroom for subjects’ teaching it pointed out that the Greek figures were very low (European Commission, 2006) in comparison with the other European countries. According to this study:

Key Terms in this Chapter

Distance Learning: The type of learning where ICT is its main mean for content delivery, interaction and facilitation and it can be either asynchronous or synchronous.

Pedagogical Institute: National body for primary and secondary education curriculum development and responsible for teachers training and professional development.

Information Communication Technology: Term that presents the integration of information technology and communication and includes the processes that are relative to the transmission, manipulation and presentation of data and information.

Lifelong Learning: The continuous process for knowledge update or for the acquisition of new skills; a nonstop improving of knowledge, skills and competencies.

Computer Skills: The ability to use a computer and to operate computer software applications.

Education: The process where through activities, instruction and training knowledge is acquired, it uses any mean that can promote the learning process and its formal structure is divided in three levels, Primary education, Secondary education and Higher Education.

Educational Software: Software written for educational purposes.

Complete Chapter List

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List of Reviewers
Table of Contents
Harrison Hao Yang, Steve Chi-Yin Yuen
Harrison Hao Yang, Steve Chi-Yin Yuen
Chapter 1
Chien Yu, Wei-Chieh Wayne Yu, Chun Fu Lin
Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become... Sample PDF
Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?
Chapter 2
Clara Pereira Coutinho, João Batista Bottentuit Jr.
In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social... Sample PDF
From Web to Web 2.0 and E-Learning 2.0
Chapter 3
Chaka Chaka
This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW... Sample PDF
E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence
Chapter 4
Jianxia Du, Yunyan Liu, Robert L. Brown
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This... Sample PDF
The Key Elements of Online Learning Communities
Chapter 5
Ke Zhang, Curtis J. Bonk
This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning... Sample PDF
Generational Learners & E-Learning Technologies
Chapter 6
Robin M. Roberts
The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering... Sample PDF
The Digital Generation and Web 2.0: E-Learning Concern or Media Myth?
Chapter 7
Jeffrey Hsu, Karin Hamilton
Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest... Sample PDF
Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program
Chapter 8
Dazhi Yang, Jennifer C. Richardson
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge... Sample PDF
Online Interaction Styles: Adapting to Active Interaction Styles
Chapter 9
Yuliang Liu
Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six... Sample PDF
Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning
Chapter 10
Bo Kyeong Kim, Youngkyun Baek
Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its... Sample PDF
Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment
Chapter 11
Jeannine Hirtle, Samuel Smith
Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for... Sample PDF
When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
Chapter 12
Luiz Fernando de Barros Campos
This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations.... Sample PDF
Could Web 2.0 Technologies Support Knowledge Management in Organizations?
Chapter 13
Colleen Carmean
Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it... Sample PDF
E-Learning Design for the Information Workplace
Chapter 14
Paraskevi Mentzelou, Dimitrios Drogidis
The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to... Sample PDF
The Impact of Information Communication Technology (ICT) to the Greek Educational Community
Chapter 15
Richard Hartshorne, Haya Ajjan, Richard E. Ferdig
In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant... Sample PDF
Faculty Use and Perceptions of Web 2.0 in Higher Education
Chapter 16
Susanne Markgren, Carrie Eastman, Leah Massar Bloom
In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in... Sample PDF
Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library
Chapter 17
Betül C. Özkan
Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and... Sample PDF
Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age?
Chapter 18
Hsiu-Ting Hung
The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores... Sample PDF
New Literacies in New Times: A Multimodal Approach to Literacy Learning
Chapter 19
Rajani S. Sadasivam, Katie M. Crenshaw, Michael J. Schoen, Raju V. Datla
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the... Sample PDF
Transforming Continuing Healthcare Education with E-Learning 2.0
Chapter 20
Brian Smith, Peter Reed
The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase... Sample PDF
Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0
Chapter 21
F. R. Nordengren, Ann M. York
This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of... Sample PDF
Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning
Chapter 22
Kathryn Kennedy, Jeff Boyer, Catherine Cavanaugh, Kara Dawson
Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the... Sample PDF
Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers
Chapter 23
Clara Pereira Coutinho
In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho... Sample PDF
Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice
Chapter 24
Pearl Chen
This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as... Sample PDF
From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design
Chapter 25
Carl Scott, Youmei Liu, Madhuri Kumar
This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of... Sample PDF
Authentic Learning in Second Life: A Constructivist Model in Course Design
Chapter 26
C. Candace Chou
This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service... Sample PDF
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
Chapter 27
Steve Chi-Yin Yuen, Harrison Hao Yang
Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction... Sample PDF
Using Blogfolios to Enhance Interaction in E-Learning Courses
Chapter 28
Priti Srinivas Sajja
Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning... Sample PDF
Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML
Chapter 29
Ivan Angelov, Sathish Menon, Michael Douma
This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups... Sample PDF
Finding Information: Factors that Improve Online Experiences
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