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

Abstract

References

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  • Baker, T. R., et al. (2015). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, 114 (3), 118-130.
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  • De Laat, M. (2002). Network and content analysis in an online community discourse. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences, pp. 625-626.
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28.
  • Demirci, A. (2015). The Effectiveness of Geospatial Practices in Education. In Solari, M. O., Demirci, A., van der Schee, J.A. (Eds.) Geospatial Technologies and Geography Education in a Changing World (pp. 141-153). Japan: Springer.
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  • Exarchou, E. & Klonari, Aik. (2012). Using a social bookmarking system to enhance environmental and geographical learning of secondary students. A pre-study review. In
  • Kynigos, C., Clayson, E. J. & Yiannoutsou, N. (eds), Constructionism 2012: Theory, Practice and Impact (p. 671). Athens: Vivliosynergatiki S.A.
  • Exarchou, E. & Klonari, Aik. (2013). A pre-study on the use of web 2.0 social networking technologies in geographical and environmental learning for sustainability of Greek secondary students. In e-Proceedings of 13h International Conference on Environmental Science and Technology (CEST 2013), 256. Athens.
  • Exarchou, E. & Klonari, Aik. (2014). Analyzing Sociocultural Constructivist Interactions of Students during Geographical and Environmental Research Project in the social Web 2.0. A Case Study of Greek High School Students. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19 (2), 55-61.
  • Exarchou, E., Klonari, Aik. & Lambrinos, N. (2015). Using a Social Web 2.0 Tool in Geography and Environmental Research Project: A Content Analysis of Greek High School Students’ Learning Exchanges. Review of International Geographical Education Online (RIGEO), 5 (1), 42-55.
  • Favier, T. T., & Van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236.
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
  • Galguera, M. P. (2015). UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015: Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. Journal of Supranational Policies of Education (JOSPOE), 3, 328-330.
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  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 395- 429.
  • Gupta, A. (2013). Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development. In Knowledge, Pedagogy, and Postmulticulturalism (pp. 107-128). Palgrave Macmillan US.
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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

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.

References

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  • Allison, M., & Kendrick, L. M. (2015). Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web. New Directions for Teaching and Learning, 2015 (144), 109-119.
  • Anthamatten, P. (2010). Spatial Thinking Concepts in Early Grade-Level Geography Standards. Journal of Geography, 109 (5), 169-180.
  • Aviv, R., Erlich Z., Ravid, G., & Geva, A. (2003). Network analysis of knowledge construction in asynchronous learning networks. Journal of Asynchronous Learning Networks, 7 (3), 1-23.
  • Aydin, F. (2011). Secondary school students’ opinions about Geography course: A qualitative study. Archives of Applied Science Research, 3 (1) p. 297-305.
  • Baker, T. R., et al. (2015). A Research Agenda for Geospatial Technologies and Learning. Journal of Geography, 114 (3), 118-130.
  • Barak, M. (2016). Science teacher education in the twenty-first century: a pedagogical framework for technology-integrated social constructivism.Research in Science Education, 1-21.
  • Barth, M., & Michelsen, G. (2013). Learning for change: an educational contribution to sustainability science. Sustainability science, 8 (1), 103-119.
  • Benavot, A., et al. (2015). Education for All 2000–2015: Review and Perspectives 1. Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik (ZEP) 2, 10-15.
  • Biddulph, M., Lambert, D., & Balderstone, D. (2015). Learning to Teach Geography in the Secondary School: A Companion to School Experience. UK: Routledge.
  • Birbili, M. (2011). Action plan for developing curriculum and training teachers in the new school. Retrieved from http://repository.edulll.gr/edulll/retrieve/5653/1528.pdf.
  • Blank, L. M., Almquist, H., Estrada, J., & Crews, J. (2016). Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum. Journal of Science Education and Technology, 25 (1), 77-90.
  • Bodzin, A. M., Anastasio, D., & Kulo, V. (2014). Designing Google Earth activities for learning Earth and environmental science. In Makinster, J., Trautmann, N., Barnett, M. (Eds) Teaching Science and Investigating Environmental Issues with Geospatial Technology (pp. 213-232). Netherlands: Springer.
  • Brown, B. J., & LeVasseur, M. L. (1981). Geographic Perspective. Perspectives of global education: A sourcebook for classroom teachers, 33-39.
  • Campbell, T., Wang, S. K., Hsu, H. Y., Duffy, A. M., & Wolf, P. G. (2010). Learning with web tools, simulations, and other technologies in science classrooms.Journal of Science Education and Technology, 19 (5), 505-511.
  • Castek, J., Beach, R., Cotanch, H., & Scott, J. (2014). Examining middle-school students’ uses of Diigo annotations to engage in collaborative argumentative writing. Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, pp.20. USA: IGI GLOBAL.
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  • De Laat, M. (2002). Network and content analysis in an online community discourse. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community. International Society of the Learning Sciences, pp. 625-626.
  • De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46(1), 6-28.
  • Demirci, A. (2015). The Effectiveness of Geospatial Practices in Education. In Solari, M. O., Demirci, A., van der Schee, J.A. (Eds.) Geospatial Technologies and Geography Education in a Changing World (pp. 141-153). Japan: Springer.
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  • Eurostat.(2016c). Individuals - internet use. Retrieved from http://ec.europa.eu/eurostat /data/database?node_code=isoc_ci_ifp_iu .
  • Eurostat.(2016d). Internet use and activities. Retrieved from http://ec.europa.eu/eurostat/ data/database?node_code=isoc_bde15cua.
  • Exarchou, E. & Klonari, Aik. (2012). Using a social bookmarking system to enhance environmental and geographical learning of secondary students. A pre-study review. In
  • Kynigos, C., Clayson, E. J. & Yiannoutsou, N. (eds), Constructionism 2012: Theory, Practice and Impact (p. 671). Athens: Vivliosynergatiki S.A.
  • Exarchou, E. & Klonari, Aik. (2013). A pre-study on the use of web 2.0 social networking technologies in geographical and environmental learning for sustainability of Greek secondary students. In e-Proceedings of 13h International Conference on Environmental Science and Technology (CEST 2013), 256. Athens.
  • Exarchou, E. & Klonari, Aik. (2014). Analyzing Sociocultural Constructivist Interactions of Students during Geographical and Environmental Research Project in the social Web 2.0. A Case Study of Greek High School Students. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 19 (2), 55-61.
  • Exarchou, E., Klonari, Aik. & Lambrinos, N. (2015). Using a Social Web 2.0 Tool in Geography and Environmental Research Project: A Content Analysis of Greek High School Students’ Learning Exchanges. Review of International Geographical Education Online (RIGEO), 5 (1), 42-55.
  • Favier, T. T., & Van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236.
  • Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
  • Galguera, M. P. (2015). UNESCO (2015). Education for all 2000-2015: Achievements and Challenges. EFA Global Monitoring Report 2015: Paris, France. Publication by the United Nations Educational Scientific and Cultural Organization. Journal of Supranational Policies of Education (JOSPOE), 3, 328-330.
  • GoogleEarth. (2013). Google Earth, Retrieved from https://www.google.com/earth/.
  • Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17 (4), 395- 429.
  • Gupta, A. (2013). Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development. In Knowledge, Pedagogy, and Postmulticulturalism (pp. 107-128). Palgrave Macmillan US.
  • Gurses, A., Dogar, C., & Gunes, K. (2015). A New Approach for Learning: Interactive Direct Teaching Based Constructivist Learning (IDTBCL). Procedia-Social and Behavioral Sciences, 197, 2384-2389.
  • Hassen, M. A. (2015). Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia (Doctoral dissertation).
  • Heffron, S., & Downs, R.M. (2013). Geography for life: The national geography standards (2nd ed.). Washington, DC: National Council for Geographic Education.
  • Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
  • Houtsonen, L. (2003). Maximising the use of communication technologies in geographical education. In Gerber, R. (ed.) International Handbook on Geographical Education, 73 (pp. 47-63). Netherlands: Springer.
  • Houtsonen, L., Kankaanrinta, I. K., & Rehunen, A. (2004). Web use in geographical and environmental education: An international survey at the primary and secondary level. GeoJournal, 60 (2), 165-174.
  • JISC. (2014). Developing digital literacies. Retrieved from http://www.jiscinfonet.ac.uk /infokits/digital-literacies/.
  • Kanuka, H., & Anderson, T. (2007). Online social interchange, discord, and knowledge construction. International Journal of E-Learning & Distance Education, 13 (1), 57-74.
  • Kavanagh, A., & O'Rourke, K. C. (2016). Digital Literacy: Why It Matters. Retrieved from http://arrow.dit.ie/cgi/viewcontent.cgi?article=1036andcontext=ltcart.
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There are 95 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Evi Exarchou This is me

Aikaterini Klonarı

Nikos Lambrınos

Michalis Vaıtıs This is me

Publication Date December 31, 2017
Submission Date February 13, 2017
Acceptance Date October 12, 2017
Published in Issue Year 2017 Volume: 7 Issue: 3

Cite

APA Exarchou, E., Klonarı, A., Lambrınos, N., Vaıtıs, M. (2017). Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online, 7(3), 293-314.
AMA Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. December 2017;7(3):293-314.
Chicago Exarchou, Evi, Aikaterini Klonarı, Nikos Lambrınos, and Michalis Vaıtıs. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online 7, no. 3 (December 2017): 293-314.
EndNote Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M (December 1, 2017) Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online 7 3 293–314.
IEEE E. Exarchou, A. Klonarı, N. Lambrınos, and M. Vaıtıs, “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”, Review of International Geographical Education Online, vol. 7, no. 3, pp. 293–314, 2017.
ISNAD Exarchou, Evi et al. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online 7/3 (December 2017), 293-314.
JAMA Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. 2017;7:293–314.
MLA Exarchou, Evi et al. “Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece”. Review of International Geographical Education Online, vol. 7, no. 3, 2017, pp. 293-14.
Vancouver Exarchou E, Klonarı A, Lambrınos N, Vaıtıs M. Digital Literacy Integration in Educational Practice: Creating a Learning Community, Through a Geographic Project in Mytilene Senior High School, Greece. Review of International Geographical Education Online. 2017;7(3):293-314.