Bücher von Nikolaos Amanatidis

Information and communication technologies, (ICT) in education, according to recent and past research, can motivate and engage students and promote knowledge. In this study the researcher attempted to identify the outcomes of the an in service training course on ICT pedagogy for the primary school teachers. He focused on the teacher- trainees¿ acquisition and promotion of ICT pedagogic practices and competencies in classroom instruction through an emphasis on any observable changes in the profiles and practices of the teacher-trainees during and after the course as well as the elements of the training that may have supported these changes. Arising from the findings it is argued that change can be associated in particular with the trainer¿s collaboration with the trainees in their classroom practice, identification of their diverse profiles, tailoring of the training methods to the identified profiles as well as the selection and implementation of specific ICT tools adapted and modified to the educational and historical context, culture, infrastructure and environment of the teachers.

Focusing on Entwistle¿s theory on different learning styles and contrasting approaches to learning, the author investigates whether adult learners adopt any different learning styles and also any contrasting approaches to learning in an information technology course. The author through the data presented in the thesis identifies and demonstrates that there is a certain relation between the contrasting approaches to learning adopted by the adult learners and the perceived usefulness of the information technology course as well as distinguish the one with the strongest correlation. A critique and discussion supplements the investigation. It is concerned with different parameters of teaching and learning in post compulsory information technology courses and comments on the effectiveness of the specific courses

Educational Multimedia is the utilisation of a combination of text, graphics, animation, pictures, video, and sound in classroom instruction aiming to transfer knowledge through attractive representation of information that could engage the student and promote learning. These very diverse educational tools seem to share an assumption that multimedia integration in classroom teaching helps pupils learn effectively. To find out whether there is a possibility for an educational multimedia to promote in classroom learning we need to evaluate the means through an educational prism and a toolbox of criteria. The author in this study attempts to evaluate certain Greek educational multimedia such as an educational CD-ROM as well as an educational web site in an effort to establish the factors that determine an efficient multimedia resource that could promote in class participation and learning. Furthermore an attempt to illustrate the criteria necessary for the design and use of an effective educational web site are set in the last chapter of the work.