TEACHER TRAINING IN THE APPLICATION OF ICT IN TEACHING - THE EXAMPLE OF GREECE
TEACHER TRAINING IN THE APPLICATION OF ICT IN TEACHING - THE EXAMPLE OF GREECE

Summary/Abstract: The main characteristics of information and communication technologies are: flow of information, connections without borders and time (simultaneity), reduction of costs and increase of benefits. That is why in developed countries, the inclusion of information and communication technologies in the education system is of the utmost importance. The term ICT refers to: computers, computer networks and multimedia (which usually mean a combination of text, audio and video). The use of term is herewith present in the broadest sense. The notion of education, however, is limited to primary and secondary education, as understood in Greece. New technologies encourage students to move from passive listening to actively seeking and connecting information, and also bring school events closer to the outside world. However, the mere presence of ICT is far from sufficient. Many schools are already very well equipped with ICT, but this does not have a significant impact on learning methods, which are still mostly traditional. The author is of the opinion that the main problem is the type of education and technical support in the use of ICT which the existing school system offers teachers and professors. In Greece, there is no systematic approach to training educators to use ICT, although they are expected to use it effectively in teaching. Furthermore, the technical equipment varies from school to school, some have computers connected to the network, and others have only computers in computer classrooms online. Some schools have control over the computer network, others do not. It could be said that the system is far from being standardized. The hypothesis advocated in the paper is that information and communication technologies are not used enough in education in Greece and that the reason is the lack of knowledge of educators on the use of ICT, limited access to knowledge and very little technical support in using ICT. The aim of the paper is to present a case study of teacher training in the application of ICT in Greece through training programs and a review of the work of training support centers. The paper also presents new training for two levels of knowledge and skills for ICT, as well as training for PAKE instructors.

• Details
• Contents