| dc.contributor.advisor | Μουσένα, Ελένη | |
| dc.contributor.author | Σάλου, Αθηνά | |
| dc.date.accessioned | 2020-09-25T08:46:47Z | |
| dc.date.available | 2020-09-25T08:46:47Z | |
| dc.date.issued | 2020-05 | |
| dc.identifier.uri | http://hdl.handle.net/11728/11572 | |
| dc.description | Many Greek kindergarten teachers and supervisors involve innovative practices during their school lessons and educational career, supported by ICT tools. The aim of this paper is to investigate the key factors that influence the integration and application of these innovative practices in the educational and training school processes, supported by ICT tools and technological methods.
The most crucial factor for the promotion and implementation of innovative practices is the educational leadership of each school unit. At the same time, the Greek state and the European Union corporate with each other in order to offer innovative programs and new technology tools for the Greek kindergarten units. Innovation is not an individual accomplishment, while new technology can lead to an educational change. Key factors that lead to educational change is also teachers‟ training, their positive attitude towards change and collaboration between the educational executives.
The following is a qualitative research that focuses on the understanding and the recording of teachers and supervisors‟ opinions and experiences about innovation and ICTs in education. The data are gathered through interviews that follow a basic structure of questions and permit the sample to speak in a more open way. The sample is composed of fourteen kindergarten teachers nationwide – particularly from the districts of Thessaloniki, Pella, Chania and Larissa – who are now or have been in the past supervisors.
In conclusion, modern Greek educational executives consider very valuable the seminars about ICT tools and innovative practices, since as they say, they support their ideas and projects and help them to create creative and innovative lessons. Nevertheless, Greek kindergartens lack of sufficient technology tools and computers quite much, while teachers themselves must search for their personal technological and pedagogical new knowledge through seminars and new degrees, without the ultimate help of the state. | en_UK |
| dc.description.abstract | Πολλά εκαπιδευτικά στελέχη και διευθυντές της προσχολικής Εκπαίδευσης στην Ελλάδα, πειραματίζονται και καινοτομούν κατά της διεξαγωγή της εκπαιδευτικής διαδικασίας και διοικητικών τους καθηκόντων, κάνοντας χρήση διαφόρων εκπαιδευτικών τεχνικών και τεχνολογικών εργαλείων. Σκοπός της παρούσας εργασίας είναι να μελετήσει τους παράγοντες που επηρεάζουν την ένταξη αλλά και την εφαρμογή αυτών των καινοτόμων πρακτικών στις εκπαιδευτικές και μαθησιακές διαδικασίες υπό το πρίσμα των Νέων τεχνολογιών. | en_UK |
| dc.language.iso | el_GR | en_UK |
| dc.publisher | Πρόγραμμα Δημόσιας Διοίκησης, Σχολή Οικονομικών Επιστημών και Διοίκησης, Πανεπιστήμιο Νεάπολις Πάφου | en_UK |
| dc.rights | Απαγορεύεται η δημοσίευση ή αναπαραγωγή, ηλεκτρονική ή άλλη χωρίς τη γραπτή συγκατάθεση του δημιουργού και κάτοχου των πνευματικών δικαιωμάτων | en_UK |
| dc.subject | Εκπαιδευτική καινοτομία | en_UK |
| dc.subject | Προσχολική Εκπαίδευση | en_UK |
| dc.subject | Νέες τεχνολογίες | en_UK |
| dc.subject | Σχολική ηγεσία | en_UK |
| dc.subject | Εκπαιδευτική αλλαγή | en_UK |
| dc.title | Καινοτομία και Δημιουργικότητα με τη χρήση νέων τεχνολογιών στην προσχολική εκπαίδευση | en_UK |
| dc.type | Thesis | en_UK |
