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This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their perceptions regarding the effectiveness of the teaching and learning process followed during the distance education period. The study also elicited students’ suggestions, based on their experiences from the lockdown period, on improving instruction in case of further lockdown(s) and in the post-COVID-19 era. Three hundred twenty-two (322) students of both upper and lower secondary education participated in the study. The data from closed questions were analysed using descriptive and inferential statistics, and for the data from the open questions, a qualitative thematic analysis approach was followed. The valuable insights gained from this study illustrate how important it is for educators and educational policymakers to give voice to students, closely listen to what learners felt worked and what did not during the period of remote learning, and develop plans and policies that incorporate their feedback.
Angelos Sofianidis; Maria Meletiou-Mavrotheris; Panagiota Konstantinou; Nayia Stylianidou; Konstantinos Katzis. Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic. Education Sciences 2021, 11, 268 .
AMA StyleAngelos Sofianidis, Maria Meletiou-Mavrotheris, Panagiota Konstantinou, Nayia Stylianidou, Konstantinos Katzis. Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic. Education Sciences. 2021; 11 (6):268.
Chicago/Turabian StyleAngelos Sofianidis; Maria Meletiou-Mavrotheris; Panagiota Konstantinou; Nayia Stylianidou; Konstantinos Katzis. 2021. "Let Students Talk about Emergency Remote Teaching Experience: Secondary Students’ Perceptions on Their Experience during the COVID-19 Pandemic." Education Sciences 11, no. 6: 268.
This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and communication technologies into online courses’ design and delivery.
Maria Meletiou-Mavrotheris; Katerina Mavrou; Piedade Vaz Rebelo. The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices. Frontiers in Education 2021, 6, 1 .
AMA StyleMaria Meletiou-Mavrotheris, Katerina Mavrou, Piedade Vaz Rebelo. The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices. Frontiers in Education. 2021; 6 ():1.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Katerina Mavrou; Piedade Vaz Rebelo. 2021. "The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices." Frontiers in Education 6, no. : 1.
Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program’s key activities and outputs. It also outlines the content and structure of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.
Maria Meletiou-Mavrotheris; Ana Rita Carrilho; Constadina Charalambous; Katerina Mavrou; Christiana Christou. Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results. Education Sciences 2020, 10, 144 .
AMA StyleMaria Meletiou-Mavrotheris, Ana Rita Carrilho, Constadina Charalambous, Katerina Mavrou, Christiana Christou. Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results. Education Sciences. 2020; 10 (5):144.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Ana Rita Carrilho; Constadina Charalambous; Katerina Mavrou; Christiana Christou. 2020. "Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results." Education Sciences 10, no. 5: 144.
The current article provides an overview of a Teacher Professional Development (TPD) program that has been designed, pilot tested, and implemented to investigate the impact of augmented reality (AR) on: (a) Teachers’ level of technology (AR) acceptance, adoption of inquiry-based instructional approaches, and confidence towards teaching twentieth-first century skills in STEM-related courses; and (b) students’ potential enhancement of specific twentieth-first century skills and motivation and interest during a STEM- (science, technology, engineering, mathematics)-related course supported with AR. This article focuses on the teachers’ points of view concerning the impact of their STEM-related interventions on their students’ motivation and learning, as well as the factors that influence the teachers’ technology acceptance. The TPD program has been implemented in Cyprus and Greece with twenty-five lower secondary school teachers (20 in Cyprus and 5 in Greece). The research methodology applied is Educational Design Research (EDR), including an initial phase of the TPD program and a second (improved) phase. The data collection tools consisted of questionnaires, interviews, and observation of classroom interventions. Initial findings and their implications for teaching and future research are discussed, indicating the potential benefits and challenges surrounding the integration of AR within the educational process.
Ilona-Elefteryja Lasica; Maria Meletiou-Mavrotheris; Konstantinos Katzis. Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece. Education Sciences 2020, 10, 121 .
AMA StyleIlona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Konstantinos Katzis. Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece. Education Sciences. 2020; 10 (4):121.
Chicago/Turabian StyleIlona-Elefteryja Lasica; Maria Meletiou-Mavrotheris; Konstantinos Katzis. 2020. "Augmented Reality in Lower Secondary Education: A Teacher Professional Development Program in Cyprus and Greece." Education Sciences 10, no. 4: 121.
This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amongst the aspects of engagement, participation, and response to students’ variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.
Nayia Stylianidou; Angelos Sofianidis; Elpiniki Manoli; Maria Meletiou-Mavrotheris. “Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning. Education Sciences 2020, 10, 95 .
AMA StyleNayia Stylianidou, Angelos Sofianidis, Elpiniki Manoli, Maria Meletiou-Mavrotheris. “Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning. Education Sciences. 2020; 10 (4):95.
Chicago/Turabian StyleNayia Stylianidou; Angelos Sofianidis; Elpiniki Manoli; Maria Meletiou-Mavrotheris. 2020. "“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning." Education Sciences 10, no. 4: 95.
Recognizing the importance of reading, the EU Education and training 2020 (ET 2020) benchmarks set in 2009, included having less than 15% of 15-year-olds being under-skilled in reading by 2020 as one of its main targets. Unfortunately, while some EU countries have since made significant progress toward improving their students’ performance in reading skills, other countries are still lagging behind. In an attempt to respond to this challenge and to address the under-achievement of European students in reading, the EU-funded Living Book—Augmenting Reading for Life project has developed an innovative approach that combines off-line activities promoting reading literacy with online experiences of books’ “virtual augmentation.” A professional development program targeting teachers of upper primary and lower secondary school (ages 9–15), which aims at strengthening teachers’ profile and competences in adopting the Living Book approach and in dealing with diversified groups of learners, and particularly with pupils from disadvantaged backgrounds has been designed within the project, and is currently being pilot tested in five partner countries. The current chapter describes the content and structure of the “Augmented Teacher” professional development course, and reports on some of the initial insights gained from the pilot delivery taking place in one of the partner countries, Cyprus.
Maria Meletiou-Mavrotheris; Constadina Charalambous; Katerina Mavrou. Augmented Reading Through Emerging Technologies: The Living Book Approach to Teachers’ Professional Development. Emerging Technologies and Pedagogies in the Curriculum 2020, 297 -313.
AMA StyleMaria Meletiou-Mavrotheris, Constadina Charalambous, Katerina Mavrou. Augmented Reading Through Emerging Technologies: The Living Book Approach to Teachers’ Professional Development. Emerging Technologies and Pedagogies in the Curriculum. 2020; ():297-313.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Constadina Charalambous; Katerina Mavrou. 2020. "Augmented Reading Through Emerging Technologies: The Living Book Approach to Teachers’ Professional Development." Emerging Technologies and Pedagogies in the Curriculum , no. : 297-313.
Science, Technology, Engineering and Mathematics (STEM) Education is a field in which schools invest considerable resources and time to bring innovative solutions within their curricula. At the same time, Augmented reality (AR) is an emerging technology in the Immersive Learning Landscape. The EU-funded Erasmus + project Enlivened Laboratories in STEM (EL-STEM) aims to introduce a new approach, through the provision of integrated inquiry-based STEM learning approaches supported by Augmented Reality in school classrooms and laboratories. A multifaceted Teacher Professional Development (TPD) program has been designed within EL-STEM to familiarize teachers with the potential of AR technology for enhancing the teaching and learning processes in secondary STEM education. Teachers can, therefore, employ this technology, to further encourage student’s engagement and strengthen their twenty-first-century skills. This chapter highlights the necessity of designing and implementing such a TPD program, provides an overview of the pedagogical framework underlying the current state of the suggested EL-STEM TPD program and outlines its content and structure.
Lasica Ilona-Elefteryja; Maria Meletiou-Mavrotheris; Konstantinos Katzis. A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education. Emerging Technologies and Pedagogies in the Curriculum 2020, 113 -126.
AMA StyleLasica Ilona-Elefteryja, Maria Meletiou-Mavrotheris, Konstantinos Katzis. A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education. Emerging Technologies and Pedagogies in the Curriculum. 2020; ():113-126.
Chicago/Turabian StyleLasica Ilona-Elefteryja; Maria Meletiou-Mavrotheris; Konstantinos Katzis. 2020. "A Teacher Professional Development Program on Teaching STEM-Related Topics Using Augmented Reality in Secondary Education." Emerging Technologies and Pedagogies in the Curriculum , no. : 113-126.
The advent of new and emerging technologies and industries has highlighted a future skills gap and the need to equip the young generation with a new skill set in order for them to cope with the...
Maria Meletiou-Mavrotheris. Augmented Reality in STEAM Education. Encyclopedia of Educational Innovation 2019, 1 -6.
AMA StyleMaria Meletiou-Mavrotheris. Augmented Reality in STEAM Education. Encyclopedia of Educational Innovation. 2019; ():1-6.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris. 2019. "Augmented Reality in STEAM Education." Encyclopedia of Educational Innovation , no. : 1-6.
The case study took place in a primary school in Cyprus (student ages 6-12), which implemented a two-year multifaceted professional development program aimed at the effective integration of tablet technologies within the mathematics curriculum. The program adopted a systemic, school-based and collaborative model of professional development that focused on the broad preparation and ongoing engagement of all key stakeholders. This article focuses on research conducted during the first year of the program implementation. It portrays the initial state of mobile device use in the case study school ecosystem, describes the process of tablet integration within the school setting, and interrogates the self-reported reflections of a core team of six (n=6) teachers in the school regarding their professional learning experiences as a result of participating in the program. Findings suggest that the model of professional development adopted by the program effectively contributed to the integration of mobile devices into the school setting and to teacher professional learning.
Maria Meletiou-Mavrotheris; Efi Paparistodemou; Christiana M. Christou. Integrating Mobile Devices in the Mathematics Curriculum. International Journal of Mobile and Blended Learning 2019, 11, 19 -37.
AMA StyleMaria Meletiou-Mavrotheris, Efi Paparistodemou, Christiana M. Christou. Integrating Mobile Devices in the Mathematics Curriculum. International Journal of Mobile and Blended Learning. 2019; 11 (3):19-37.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Efi Paparistodemou; Christiana M. Christou. 2019. "Integrating Mobile Devices in the Mathematics Curriculum." International Journal of Mobile and Blended Learning 11, no. 3: 19-37.
This article reports on the main insights from a study aimed at equipping a group of in-service teachers with the knowledge, skills, and practical experience required to effectively integrate tablet devices within the mathematics curriculum. A professional development program focused on mobile mathematics learning and based on the Technological Pedagogical and Content Knowledge (TPACK) framework was designed and implemented in Cyprus. Six primary school teachers participated in the program. Participants experimented with different ways in which coding apps, and other types of constructivist mobile applications could help students internalize key mathematical concepts across the primary curriculum. They also worked together to develop and/or deliver instructional interventions integrating the use of mobile devices. Findings indicate a positive impact on in-service teachers' perceptions regarding mobile-enhanced mathematics, and on their competence in productively utilizing mobile apps as an instructional tool.
Loucas Fl. Tsouccas; Maria Meletiou-Mavrotheris. Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning. International Journal of Mobile and Blended Learning 2019, 11, 1 -18.
AMA StyleLoucas Fl. Tsouccas, Maria Meletiou-Mavrotheris. Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning. International Journal of Mobile and Blended Learning. 2019; 11 (3):1-18.
Chicago/Turabian StyleLoucas Fl. Tsouccas; Maria Meletiou-Mavrotheris. 2019. "Enhancing In-Service Primary Teachers' Technological, Pedagogical and Content Knowledge on Mobile Mathematics Learning." International Journal of Mobile and Blended Learning 11, no. 3: 1-18.
Maria Meletiou-Mavrotheris; Loucas Tsouccas; Efi Paparistodemou. Digital Games as Tools for Enhancing Statistics Instruction in the Early Years: A Teaching Intervention Within a Grade 2 Mathematics Classroom. Computer Vision 2019, 414 -417.
AMA StyleMaria Meletiou-Mavrotheris, Loucas Tsouccas, Efi Paparistodemou. Digital Games as Tools for Enhancing Statistics Instruction in the Early Years: A Teaching Intervention Within a Grade 2 Mathematics Classroom. Computer Vision. 2019; ():414-417.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Loucas Tsouccas; Efi Paparistodemou. 2019. "Digital Games as Tools for Enhancing Statistics Instruction in the Early Years: A Teaching Intervention Within a Grade 2 Mathematics Classroom." Computer Vision , no. : 414-417.
In this chapter, we argue for the importance of providing teachers with the time and expertise to evaluate and use mobile devices to enhance students’ learning of mathematics. The research we present here comes from a multifaceted program designed to provide a group of in-service teachers with the knowledge, skills, confidence, and practical experience required to effectively exploit tablet devices as a tool for enhancing mathematics teaching and learning. The program took place within a public primary school in Cyprus. Fifteen teachers participated in a classroom workshop, attended an academic seminar, participated in interviews and integrated the app A.L.E.X. in their own lesson plans and instruction. The type of professional learning for teachers we suggest indicates a possible context within which teachers could reshape their knowledge of, and attitudes towards the use of mobile devices.
Andreas O. Kyriakides; Maria Meletiou-Mavrotheris. When Robot A.L.E.X. Trains Teachers How to Teach Mathematics. Digital Technologies in Designing Mathematics Education Tasks 2018, 69 -90.
AMA StyleAndreas O. Kyriakides, Maria Meletiou-Mavrotheris. When Robot A.L.E.X. Trains Teachers How to Teach Mathematics. Digital Technologies in Designing Mathematics Education Tasks. 2018; ():69-90.
Chicago/Turabian StyleAndreas O. Kyriakides; Maria Meletiou-Mavrotheris. 2018. "When Robot A.L.E.X. Trains Teachers How to Teach Mathematics." Digital Technologies in Designing Mathematics Education Tasks , no. : 69-90.
The present research focuses on the early childhood teachers’ reflection on designing and implementing probability tasks. Five early childhood teachers participated in this research, which was organized in three stages: design of lesson plan, classroom implementation and reflection. The researchers analysed the design of each lesson, observed teachers implementing their lesson and interviewed them while they reflected on their instruction. Teachers discussed critical incidents that occurred through their teaching, and they reflected on challenges for teaching probability. An initial analysis of the collected data indicates that early childhood teachers appreciated the importance of using tools and real-life scenarios in their classrooms for teaching stochastics. The study also provided some useful insights into the varying levels of attention that teachers paid to different kinds of activities during their lesson implementation, and into the different types of instructional material they used. Moreover, the findings also show that early childhood teachers’ attention to different aspects of probability tasks can be developed through a reflective process on their teaching.
Efi Paparistodemou; Maria Meletiou-Mavrotheris. Teachers’ Reflection on Challenges for Teaching Probability in the Early Years. Early Mathematics Learning and Development 2018, 201 -215.
AMA StyleEfi Paparistodemou, Maria Meletiou-Mavrotheris. Teachers’ Reflection on Challenges for Teaching Probability in the Early Years. Early Mathematics Learning and Development. 2018; ():201-215.
Chicago/Turabian StyleEfi Paparistodemou; Maria Meletiou-Mavrotheris. 2018. "Teachers’ Reflection on Challenges for Teaching Probability in the Early Years." Early Mathematics Learning and Development , no. : 201-215.
Digital games hold a lot of promise as tools for improving statistics instruction in the early school years. The research discussed in this chapter aimed at equipping a group of in-service primary teachers with the knowledge, skills, and practical experience required to effectively integrate digital games within early statistics education. The study took place within an in-service teachers’ professional development program focused on game-enhanced mathematics teaching and learning. The program was designed based on the technological pedagogical and content knowledge (TPACK) framework and was attended by six educators teaching at the lower primary school level (Grades 1–3; ages 6–9). Participants experimented with different ways in constructivist gaming environments could get integrated into the early primary mathematics curriculum to motivate young children and to help them internalize important concepts, including key ideas related to data analysis and probability. They also developed and delivered instructional episodes integrating the use of digital games in different areas of the early mathematics curriculum. This chapter discusses the impact of the study on teachers’ perceptions regarding game-based statistical learning and on their competence in selecting, evaluating, and productively utilizing digital games as an instructional tool in the early years of schooling.
Maria Meletiou-Mavrotheris; Efi Paparistodemou; Loucas Tsouccas. Integrating Games into the Early Statistics Classroom: Teachers’ Professional Development on Game-Enhanced Learning. Early Mathematics Learning and Development 2018, 275 -293.
AMA StyleMaria Meletiou-Mavrotheris, Efi Paparistodemou, Loucas Tsouccas. Integrating Games into the Early Statistics Classroom: Teachers’ Professional Development on Game-Enhanced Learning. Early Mathematics Learning and Development. 2018; ():275-293.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Efi Paparistodemou; Loucas Tsouccas. 2018. "Integrating Games into the Early Statistics Classroom: Teachers’ Professional Development on Game-Enhanced Learning." Early Mathematics Learning and Development , no. : 275-293.
Information about the paper titled "IMPLEMENTING ENLIVENED LABORATORIES WITHIN EUROPEAN SECONDARY STEM CLASSROOMS" at IATED Digital Library
Efstathios Mavrotheris; Maria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica. IMPLEMENTING ENLIVENED LABORATORIES WITHIN EUROPEAN SECONDARY STEM CLASSROOMS. EDULEARN18 Proceedings 2018, 10962 -10966.
AMA StyleEfstathios Mavrotheris, Maria Meletiou-Mavrotheris, Ilona-Elefteryja Lasica. IMPLEMENTING ENLIVENED LABORATORIES WITHIN EUROPEAN SECONDARY STEM CLASSROOMS. EDULEARN18 Proceedings. 2018; ():10962-10966.
Chicago/Turabian StyleEfstathios Mavrotheris; Maria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica. 2018. "IMPLEMENTING ENLIVENED LABORATORIES WITHIN EUROPEAN SECONDARY STEM CLASSROOMS." EDULEARN18 Proceedings , no. : 10962-10966.
Information about the paper titled "ENHANCING STUDENTS’ READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK - AUGMENTING READING FOR LIFE PROJECT" at IATED Digital Library
Maria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica; Christos Dimopoulos; Christina Varnava Vasou. ENHANCING STUDENTS’ READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK - AUGMENTING READING FOR LIFE PROJECT. EDULEARN18 Proceedings 2018, 10967 -10976.
AMA StyleMaria Meletiou-Mavrotheris, Ilona-Elefteryja Lasica, Christos Dimopoulos, Christina Varnava Vasou. ENHANCING STUDENTS’ READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK - AUGMENTING READING FOR LIFE PROJECT. EDULEARN18 Proceedings. 2018; ():10967-10976.
Chicago/Turabian StyleMaria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica; Christos Dimopoulos; Christina Varnava Vasou. 2018. "ENHANCING STUDENTS’ READING EXPERIENCE THROUGH TEACHER EMPOWERMENT: THE LIVING BOOK - AUGMENTING READING FOR LIFE PROJECT." EDULEARN18 Proceedings , no. : 10967-10976.
Ilona-Elefteryja Lasica; Maria Meletiou-Mavrotheris; Konstantinos Katzis; Christos Dimopoulos; Efstratios Mavrotheris. DESIGNING A TEACHER TRAINING PROGRAM ON THE INTEGRATION OF AUGMENTED AND MIXED REALITY TECHNOLOGIES WITHIN THE EDUCATIONAL PROCESS. INTED2018 Proceedings 2018, 8943 -8953.
AMA StyleIlona-Elefteryja Lasica, Maria Meletiou-Mavrotheris, Konstantinos Katzis, Christos Dimopoulos, Efstratios Mavrotheris. DESIGNING A TEACHER TRAINING PROGRAM ON THE INTEGRATION OF AUGMENTED AND MIXED REALITY TECHNOLOGIES WITHIN THE EDUCATIONAL PROCESS. INTED2018 Proceedings. 2018; ():8943-8953.
Chicago/Turabian StyleIlona-Elefteryja Lasica; Maria Meletiou-Mavrotheris; Konstantinos Katzis; Christos Dimopoulos; Efstratios Mavrotheris. 2018. "DESIGNING A TEACHER TRAINING PROGRAM ON THE INTEGRATION OF AUGMENTED AND MIXED REALITY TECHNOLOGIES WITHIN THE EDUCATIONAL PROCESS." INTED2018 Proceedings , no. : 8943-8953.
Efstathios Mavrotheris; Ilona-Elefteryja Lasica; Stavros Pitsikalis; Maria Meletiou-Mavrotheris. PROJECT EL-STEM: ENLIVENED LABORATORIES WITHIN STEM EDUCATION. INTED2018 Proceedings 2018, 9099 -9107.
AMA StyleEfstathios Mavrotheris, Ilona-Elefteryja Lasica, Stavros Pitsikalis, Maria Meletiou-Mavrotheris. PROJECT EL-STEM: ENLIVENED LABORATORIES WITHIN STEM EDUCATION. INTED2018 Proceedings. 2018; ():9099-9107.
Chicago/Turabian StyleEfstathios Mavrotheris; Ilona-Elefteryja Lasica; Stavros Pitsikalis; Maria Meletiou-Mavrotheris. 2018. "PROJECT EL-STEM: ENLIVENED LABORATORIES WITHIN STEM EDUCATION." INTED2018 Proceedings , no. : 9099-9107.
The recent phenomenon of worldwide declining enrolments in engineering-related degrees has led to the gradual decrease in the number of engineering graduates. This decrease occurs at a time of increasing demand in the labour market for highly qualified engineers, who are necessary for the implementation of fundamental societal functions. This paper initially presents a survey of practices, which are currently employed by academic institutions in Europe in order to increase the attractiveness of their engineering studies. It then provides a detailed analysis of the benefits and proliferation of distance education to increase attractiveness of engineering studies based on a set of interviews. Results of this study, highlight a lack of a distance-learning dimension in the implementation of engineering studies in the European Area and discusses in detail ways in which distance learning can be utilised in engineering studies for the benefit of increasing their attractiveness. It has also been noted that institutions employing distance learning as part of their engineering studies, see this as highly beneficial for their students but also for the academic institution itself with some reservations in terms of the pedagogical adequacy of materials and instructional approaches used in distance education courses.
Konstantinos Katzis; Christos Dimopoulos; Maria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica. Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference? Education Sciences 2018, 8, 16 .
AMA StyleKonstantinos Katzis, Christos Dimopoulos, Maria Meletiou-Mavrotheris, Ilona-Elefteryja Lasica. Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference? Education Sciences. 2018; 8 (1):16.
Chicago/Turabian StyleKonstantinos Katzis; Christos Dimopoulos; Maria Meletiou-Mavrotheris; Ilona-Elefteryja Lasica. 2018. "Engineering Attractiveness in the European Educational Environment: Can Distance Education Approaches Make a Difference?" Education Sciences 8, no. 1: 16.
This paper explores the potential of dynamic statistics software for supporting the early teaching and learning of statistical and probabilistic concepts integrated within the mathematics curriculum. It shares the experiences from a case study that implemented a data-driven approach to mathematics instruction using the dynamic data-visualization software InspireData©, an educational package specifically designed to meet the learning needs of students in the middle and high school grades (Grades 4-12). The authors report on how a group of fourteen (n=14) Grade 4 (about 9-year-old) students used the affordances provided by the dynamic learning environment to gather, analyze, and interpret data, and to draw data-based conclusions and inferences. Findings from the study support the view that mathematics instruction can promote the development of learners' statistical reasoning at an early age, through an informal, data-based approach. They also suggest that the use of dynamic statistics software has the potential to enhance statistics instruction by scaffolding and extending young students' stochastical and mathematical reasoning.
Irene Kleanthous; Maria Meletiou-Mavrotheris. Early Statistical Reasoning. K-12 STEM Education 2018, 359 -376.
AMA StyleIrene Kleanthous, Maria Meletiou-Mavrotheris. Early Statistical Reasoning. K-12 STEM Education. 2018; ():359-376.
Chicago/Turabian StyleIrene Kleanthous; Maria Meletiou-Mavrotheris. 2018. "Early Statistical Reasoning." K-12 STEM Education , no. : 359-376.