Abstract
The ongoing developments in the field of information technology and, in particular, information and communication technologies (ICT) combined with the new digital culture that is rapidly emerging on the internet create a new perspective in the teaching of popular culture in primary education. More specifically, the teaching of popular culture can be greatly enhanced by learning experiences based on digital learning objects. Moreover, with the use of IT tools and enriched teaching can enhance the relationship between local folklore research and research work in primary education in the context of flexible zone or cultural programs (school activities). The internet at large and online technologies, Web 2.0, can transfuse special dynamic entities to popular culture evidence.
TopIntroduction
Folk culture never constituted an independent discipline in the history of primary education yet, in most disciplines, correlated topics are taught to students. Specifically, in literature and language school textbooks there are separate units devoted to popular culture as well as, lesser references (texts and images) to other subjects. This content is often accompanied by activities. In addition to literature and language, references to popular culture are also found in religious education, natural sciences, environmental education, art, gymnastics and even mathematics. Consequently, popular culture may not be an autonomous subject but in many cases it occupies quite a large part of the material either by specific themes (literature) or by references to all lessons (thematic approach) or through school activities (representations of popular events, shadow theater, dramatization, traditional dances, etc.) (Kakampouras 2010: 216).
The necessity of instructing and familiarizing children around the works of folk culture, combined with the formal culture provided by the whole school curriculum, can only be sustained if the traditional folk culture is linked to parts of children's daily life (school culture). Thus, when teachers try to communicate with their students they weave a web connecting everyday life (school culture) with the folk culture that is an integrated part of their daily life (local or global), so that positive results can be achieved for the learning process (Tassin 2010 at: Diamanou 2013).
Folklore and Popular Culture
Looking back in time, it is prominent that the instruction of folk culture in the elementary school was closely related to the science of folklore and the folkloric science in general. The contribution of folklore as an autonomous discipline in the study of Greek culture was consolidated by the emergence of a section of society that identified with the rural class, at least for the period from the 18th century until its vigorous transformation after World War II, in its midst. 20th century. After the war, a transformation occurred, leading to changes in the rural class combined with the increase in the number of urban populations. Consequently, these changes inflamed social and urban content to folklore (Dundes 1965, 1980 in: Diamanou 2013).
The teachers' relationship with folklore also dates back to the second half of the 19th century. At this time schoolteachers, scholars, headmasters, elementary school inspectors, teachers and curators are engaged in a struggle to collect and preserve folklore material. This endeavor is also supported by a series of circulars from institutional bodies such as the Ministry of Ecclesiastical Affairs and Public Education as well as, related proclamation and competitions on behalf of associations and scientific companies. It is no coincidence that, at this time, with the assistance of Nikolaos Politis, student folklore collections are being produced in schools and universities. The aforementioned endeavor resulted in the publication of folklore material in the Symmetika in the Bulletin of the Hellenic Folklore Society as well as in the Folklore Archive of the Academy of Athens (Kakabouras 2010: 217).
According to Bawman, Avdikos and Kakabouras folklore has always been up to this day one of the areas where activities can be developed and function parallel to or be integrated into education (school curriculum). One of the most important benefits that folklore has to offer to the classroom, is the awareness of the modern identity of the modern man and the encounter with the “other” in the context of the students’ correspondence with each other, or wider, the correspondence between students, parents and teachers (Bawman 2006, Avdikos 1999. Kakabouras 1999. 2005 at: Diamanou 2013).
Key Terms in this Chapter
Enriched Books: The enriched digital books of the digital school are open source digital textbooks (html) enriched with digital interactive educational materials. The digital material is associated with the section of the book that refers to or is related to. Interactive textbook pages include “active” icons or hyperlinks that refer to digital learning objects, such as simulations, research, experiments, images, educational games, 3D maps, crosswords, and more.
Enriched Digital Teaching: The term enriched digital teaching refers to a teaching process which encourages and supports the use of ICT and more particularly, online writing environments for the production of artifacts with enriched interactive learning resources. Thus, students within a genuine learning framework that they themselves create become producers of educational material.
Educational Scenario: An educational scenario is the complete teaching model, based on one or more theories of learning that in an organized structure frames the specific subject that will be taught along with the psychoeducational theories and teaching methodology that will be applied.
Learning Object: A learning object is an autonomous and independent unit of learning material, linked to one or more learning outcomes, which has been initially developed in such a way, that it can be reused in different educational contexts.
Analog Teaching: The term analog teaching refers to a teaching process that students using various means, materials and techniques which are analog rather than digital (collage, comic, painting, drawing, diagrams, etc., can create artifacts through analog learning deliverables resources (photography, interviewing, creative writing, fairy tale, archive material) within an authentic learning environment where students themselves create and become producers of educational material.