Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece

Year 2017, Volume: 7 Issue: 3, 293 - 314, 31.12.2017

Evi Exarchou Aikaterini Klonarı , Nikos Lambrınos , Michalis Vaıtıs

Abstract

This study focused on the analysis of Grade-12 (Senior) students' sociocultural constructivist
interactions using Web 2.0 applications during a geographical research process. In the study
methodology context, a transdisciplinary case study (TdCS) with ethnographic and research action data
was designed, implemented and analyzed in real teaching conditions for this study. The goal of the
research process was students to integrate into authentic activities that that relate to their experiences
and create a learning community, developing cognitive geographic knowledge. The study reveals a need
to: a) design and implement transdisciplinary actions to create more learning incentives, exchange ideas
and collaborate, for the geographical science issues study, b) shape new ways of interacting and operating social structures in the context of geographical research process, c) promote the skills that
students need in real life, as participatory interaction, interpersonal communication, spatial thinking
and high cognitive functions (cooperation, crisis, feedback and empathy, among others), and d) use
Web applications in learning practice, shaping new methods of processing, sharing and exploiting
information and produced products from the students' study.

Keywords

Digital Literacy, Educational Practice, Geographical Research, Sociocultural Constructivist Pedagogy

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