Volume 5

ISSN: 2241-1720
Registered in the International Catalogue -Publications Series in Paris VOLUME V FEBRUARY 2013
The scientific journal for culture and education
Contact: mail@culturejournal.net EDITORIAL BOARD

Editor: Alexandros Argyriadis Members: Alexandros Argyriadis Agathi Argyriadis Christin Coumadorakis Alex babalis Alex Tsallos Symeon Nikolidakis Steve Stand
Culture Journal [VOLUME V]
INDEX
Macedonia faculties students Chrisi Avgi followers critique on the Greek educational policy. Kalerante Evagelia.2
Teaching English to Minority Elementary students in Thrace: the Project Method. Tsantali Calliope.......18
Teachers' Attitudes and Approaches: Their Role in Presenting ICT as a Beneficial Learning Tool to Children. H. Kaitsa-Kulovana, E.Theodotou.............................38 The utilization of the university library in the research conducted by the humanitarian studies student community. Nikolidakis Simeon, Anastasopoulou Fotini.................65 Call for papers87
Instructions.89
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Macedonia faculties students Chrisi Avgi followers critique on the Greek educational policy
Kalerante Evagelia, Lecturer, University of Western Macedonia, ekalerante@yahoo.gr Abstract The present paper is involved with the Pedagogical faculties students critique on the current educational system as it has been altered after 1981. The research was carried out utilizing both quantitative and qualitative tools. Students-voters participated in the interviews whereas active voters were difficult to be located to meet the research requirements. The dynamics of the specific political party is based on a popular profile in terms of standpoints related to economic, social and political issues. The research findings depict the students strong wish for a change of the curricula and a turn towards History and Religion as well as an elevation of the Greek historic events, as the History books that have been written and taught at schools over the past years contributed to the downgrading of the Greek national and cultural identity. There is also a students strong belief that globalization and the immigrants presence in Greece have functioned in a negative way against the Greek ideal. Therefore, an overall change of the educational content could open the path towards the reconstruction of the moral values and the Greek national identity. Key words: discipline, Greek discourse, history, immigrants, nation, popular, religion
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1. Introduction As it has been realized by the quantitative researches carried out throughout 2011-2012, Chrisi Avgi is presented to have an increased number of voters, a fact which is depicted in the elections. The increasing number of youngsters, especially those having a higher educational asset, among the voters forms an issue of special consideration. The present research was concentrated on the student population among the Universities of Macedonia, after the researchers realization that the number of students participating either in the Chrisi Avgi pre-elections events and actions or in the striking groups planning an attack against immigrants under the groups interpretation of harassment against the Greek population was gradually growing. Besides, what was realized within the University was a particular mobility aiming at the creation of a student organization attached to Chrisi Avgi. The object of the present research concerns the Chrisi Avgi students educational attitudes, standpoints and, especially, their critique on the existing educational framework. There is an effort to detect their special educational standpoints and how they are attuned to their more general political ideologies. The fact that the Pedagogical faculties students are the focal point of the research acquires special importance and significance as they are going to be the future educators. The interviewees group, which is continuously being expanded, forms the enrichment of the present research in other thematic units, as well, regarding: their organization, the propaganda material addressing the youngsters, lessons enlightenment within the organizations as well as Chrisi Avgi followers attitudes and behaviors.
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2. Methodology The present research commenced in 2011 and the findings presented here cover 2012 in terms of time, especially the period after the elections in June 20121. The time period referred to is full of events as the Chrisi Avgi fans action groups that preoccupy the Mass Media as well as the local society2 are being observed. If these procedures can be categorized in the non formal representations of Chrisi Avgi, there is also a simultaneous parliamentary representation elevating issues related to the Chrisi Avgi party dynamics as it corresponds to Parliament seats. At this point, reference should be made to the mixed political discourse. On the one hand, a parliamentary discourse generated by Chrisi Avgi is constructed in which the partys popular profile is apparent regarding the formulation of viewpoints about economic, social and political issues. On the other hand, there are a growing number of political events, reactions and attitudes generated by the Chrisi Avgi parliamentary members forming a different political discourse for the Greek parliamentary facts, with emphasis on the popular style which is adopted as spontaneous, instinctive and authentic Greek discourse3.
See (indicatively) about issues on vote formulation and voters political choices. Norris P. (2005) Radical Right: Voters and Parties in the Electoral Market.Cambridge: CambridgeUniversityPress. See, Chrisi Avgi in the elections in May (2012) gained a percentage of 6,97% and in June (2012) 6,92%. Quote. In the 2009 national elections the Popular Affiliation-Chrisi Avgi gained a percentage of 0.29%. In the municipal elections in 2010 the organization gained a seat in the Athens Municipality Board by gaining an electorate percentage of 5,29%.
2
The methodological principles, as indicated by Della Porta (2008) were followed. For political groups movement actions see. Della Porta, D. & Keating, M. (2008).Approaches and Methodologies in the Social Sciences: A Pluralist Perspective. Cambridge: UniversityPress. The observations made by Hennick(2010) regarding the more general issues about the research qualitative method and interviews were utilized. See ennick, M. &Hutter, I. (2010).QualitativeResearchMethods. London: SAGE 3 See (indicatively) more general issues about the organization and rise of the extreme right parties in Europe. Johnson, D. &Potok, M. (2012).Right-Wing Resurgence: How a Domestic Terrorist Threat is Being Ignored. Lanham: Rowman&LittlefieldPublishers.
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On the basis of the aforementioned remarks, the Chrisi Avgi party organization, political discourse and ideologies should be deemed outlandish for the Greek students. It could be expected that the humanistic educational content would prevent students from integrating into or voting for an extreme right party. The quantitative research results show an increasing youth population who, as it has already been mentioned, is integrated into one of the categories: mere voter, follower or member of Chrisi Avgi. A qualitative research based on the avalanche method has been carried out in order to increase the number of participants to be interviewed and to enrich the research data. Repetitive interviews were assumed to be the only effective means in order to elevate issues related to the individuals profile supporting Chrisi Avgi. The starting point of the research was a number of students projecting their participation in events held by Chrisi Avgi and who have professed themselves as Chrisi Avgi fans among students while a gradual direction towards the extreme situation of students that did not wish to be identified as Chrisi Avgi voters followed. It is well understood that it is about evolution stages in the educational research, so that the framework of Chrisi Avgi conceptualization by their voters and members as well as attitudes and perceptions about interpretation issues of the social and political situations are projected. The research extended to the level of interviewing students-voters of Chrisi Avgi whereas it has not yet been involved with active voters or members who are difficult to be located in the present phase of the research. Along with the interviews of the current period, brochures and any other kind of material circulated within the student community are under
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investigation. Even though the data are not yet utilizable, there are recorded observations about the Chrisi Avgi students-members motion and their attempt to expand the group of sympathizers through their everyday contact with students providing facilitations e.g. subjects notes, contacts with bureaucratic structures etc. Besides, there is an intense intervention in the assemblies where they are presented as the representatives of the rational Greek discourse, beyond the political, traditional parties that have conduced to the devastation of Greece. Throughout the whole research, informants are utilized in order to expand the group of interest and provide more data. One of the difficulties encountered in the research is that students are a difficult group, not wishing to participate in researches, mainly qualitative, which demand longer time, accuracy in expression and an unfolding of their personality in contrast to quantitative researches which are anonymous and short. Therefore, two important issues had to be confronted that is the location of individuals comprising the research sample, willing to participate in the procedure, while the second issue was related to their suitability as 25% of the initial sample was evaluated as inappropriate because they either did not provide explicit responses or they provided false data. Finally, the basic sample utilized for semi-constructed interviews and some of them functioning as informants are 18 individuals, 15 boys and 3 girls. Another issue concerns the difficulty of the researchers to find female voters or members of Chrisi Avgi. Even though their number in quantitative researches seems to be lower than the corresponding male one, the fact that elements of the female role associated with cowardice and non revelation of personal data by girls and, in general, their minor involvement in qualitative researches can not be overlooked. Nonetheless, the fact that girls have a more constructed discourse when participating in
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a research, analyze their course of thinking, are more observant and, in general, more revelatory should be observed.
3. Data - Observations Both boys and girls of the sample underline a turn of the curricula towards History, estimating that the Greek history is not taught and refer to personal experiences, mainly from the subject of History they were taught in High School and Lyceum. There was concentrated argumentation on the fact that no references were made to Greek events whereas focus was placed on world history resulting in a minor and insignificant4 presentation of the country. A comeback to the country is therefore regarded as incumbent. When the question why now, meaning this time period, is posed their answer is that we have been exhausted both by the economic and moral crisis. The immigrants presence is pin-pointed as the major problem in the sense that their presence at schools is interpreted as a change in the educational content. It is characteristically underlined the fact that the intercultural education dates back national education. Their references underscore the loss of national features which are not projected at schools. The progressive left wing discourse is also deemed to have cancelled the nation and that the communists have been conducive to surrendering us to the international capital.
Reference is made to globalization issues and the fact that is underlined is that the national values subside before the construction of globalized values in which the national civilization elements are cancelled leading to the formulation of an undefined globalized homogeny. See Buelens, F. (2000).Globalisation and the Nation-State.U.K. Edward Elgar Pub.
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The history books should be written from the beginning with emphasis on textual discourse, to generate feelings of menace against the enemies that should be presented, such as the Turks, the Germans and the immigrants. There are enemies that have been confronted by the Greeks and the wager here lies in that children should understand that there are Greeks and that they are Greeks themselves. Their observation about a turn towards bad history having commenced with Koutsikous5 reform and Repousis6 anti-Greek book is of special interest. The internationalism, left wing and powerless right wing collusion is elevated at this point. The issue of the Greek character is intended to be expressed through Ancient Greek. Ancient Greek will be deemed the comprehensive core of the Greek civilization as well as a symbolic comeback to the Greek roots. A students observation that had Ancient Greek been the major subject, immigrants would have failed because they could not learn a language containing the Greek culture and they would be absent from Universities today is noteworthy. As regards Modern Greek language, it is observed that it was simplified by the PASOK policy of 1981, about the issue of language, resulting in a loss of its Greek content. The
Reference is made to the Minister of Education Giannakou-Koutsikou(10th March 2004 19th September 2007),of the K. Karamanlis Government (10 th March 2004 6th October 2009). During her service as a minister a discussion about the History books change commenced. A committee was composed and the History book for the 6th grade Elementary students was published. 6 Reference is made to the book written by Repousi M., Andreadou Ch., Poutagidis A., Tsivas A., During the recent and modern years, published in 2006. It is about another reading of History with greater emphasis on the cultural evolution and less on the national grandeur. The book was withdrawn in 2007 because of the reactions generated by the conservative political parties of the extreme right wing as well as the Communist Party of Greece that underscored the national educational character distortions and the Greek identity cancellation. In particular, the Ministry of Education leaders approved (24-4-2012), for the school year 2013, the teaching of the new book History of the recent and modern world for the 6 th Elementary grade students, written by the Aristotle University of Thessaloniki History Professors Ioannis Koliopoulos and Iakovos Michailides and the teachers Charalampos Mianoglou and Athanasios Kalianiotis. See Kathimerini,25-4-2012
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remark is concentrated on the demotic Greek language and the reform having been promoted about the single-stressed system7. Besides the form of language, reference is also made to the content of literature texts in Primary and Secondary Education. Books should be changed with major emphasis on authors elevating the Greek character that is the Greek values. If the one issue is focused on the curriculum and books content, the other one places emphasis on matters of school functionality and the carriers attitude and behavior. Special emphasis is placed on formal external characteristics namely flags, historic and religious symbols. A rerevelation of the Greek school is necessary according to their remarks. Historic discourse and religious content should form the basis of historicity. Even though they are not consistent with religious, Christian ceremonies and, under other circumstances, they would be negative towards the school morning prayer, they feel that is should be integrated into the national identity8. A representation of the school in which symbolisms refer to the association of country, time and civilization, defining, perhaps, the Greek character under this form is elevated. All carriers and teachers that should be conducive to a new educational system about the Greeks formulation are attuned to this framework. The teacher should gain prestige as an outcome of his work aiming at the shaping of Greeks. An increase of the working hours is suggested so
7
In the educational reform of 1981, one of the first educational reforms was the single-stressed system that is the stress and breathing elimination on the words and the simplification of demotic Greek, Kalerante E. (2011). The dialectics of educational changes. The case of political will in the legislative regulation of the single-stressed system, 6th Scientific Conference about the History of Education Greek language and education Minutes (2012). 8 Reference is made to education in the sense that the existing function of the institution does not formulate a national identity as the subjects taught at schools are not conducive to the individuals socializing in the national culture; on the contrary, they are submitted to the globalized principles. See. Edenson, T.(2002).National Identity, Popular Culture and Everyday Life. Oxford: Cowley. Wodak, R., Cillia, R., Reisigl, M. &Liebhart, K. (2009). The Discursive Construction of National Identity. Edinburgh: University Press.
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that Greek teachers remain with their students in the school for a longer time to cultivate the Greek knowledge. The environment outside school, as it is projected by the Mass Media, social networks, anti-Greek propaganda and the globalized culture is deemed negative. It is underlined that everything should begin from education, education would shape the first Greeks to be reproduced. The answer to the question could an immigrant have a place in such a Greek system? is of special interest. A large number of students were not willing to discuss even about the issue of immigrants assimilation when asked by the researchers about the multicultural structure of societies and multicultural education. When they were requested to provide a short answer about the school-immigrant association, the answers were concentrated on the immigrants absence from schools; they could simply be our labor force, when necessary. Discipline is a major issue to be projected in all sections of social and political life. The model of discipline adopted is simulated to Ancient Sparta that is a body development dynamic system with simultaneous submission to institutions and authorities; individualism is cancelled. The model suggested is deemed efficient in the sense that a strong Greece will be generated while forms of anomy or anarchy will be eliminated. The role of education here is also pivotal as the democratic left wing sensitivities should be abandoned, children should be submitted to their teachers that will turn them into Greeks and the teacher should be submitted to the inspectors and the supervision bureaucratic mechanisms.
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4. Conclusions The students being Chrisi Avgi members and voters turn against immigrants and reproduce traditional standards related to the family structure and the womans role in society9. As it has been realized, what is underscored is the fact that through the subjects of Religion10 and History there should be an elevation of the womans role as a companion, mother and, by extension, an individual of reduced organized capacities, confined to roles of caretaking through the utilization of elements stemming from the pedagogical disciplines, Psychology and Sociology. A new theory about the schools role within a new framework of individuals socialization in values that will bring back the family to the traditional Greek model is developed. The economic crisis is regarded as an opportunity to elevate national characteristics through a more substantial and harmonious association of religion, education and Greek civilization. At this point, reference is made to the curriculum in the sense that it should be enriched with subjects about the Greek culture. Ancient Greek, History, Geography and the Greek character should therefore be units approached under the cross-curricular and interdisciplinary methods while a mutual connection among all educational grades should exist. According to their remarks, education can not function in a fragmented way; a system of unified Greek education should be developed under a central core of forming the Greek conscience. At this point, reference is
9
See (indicatively) About the gradual cancellation of democratic principles related to the citizens and genders equality. Sunic, T. ,Benoist, A. & Gottfried, P. (2011). Against Democracy and Equality: The European New Right. California: Noontide.
10
As regards the losses of globalization, the sample individuals comment on the loss of religious elements as a result of the immigrants presence having a different religion. The Christian religion is interpreted as an element of the Greek national identity. See, in general, about the role of religion in the constitution of national identity..Burgess, H.W. (2001). Models of Religious Education: Theory And Practice in Historical And Contemporary Perspective. United States: Quality Books,Moran, G. (1989). Religious Education As a Second Language. USA: Religious Education Pr., Hand, M. (2006). Is Religious Education Possible?: A Philosophical Investigation. London: ContinuumInternationalPublishingBook.
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made to an authors carrier and the corresponding supervisory instruments that should be involved with books writing and educational material. The issue of Geography, History, Religion and the Greek character is integrated into the broader model of the Greek educational system re-establishment. It is characteristically estimated that the immediate changes should be carried out by Greek educators. Therefore, the primary care, according to the sample students, should be the Pedagogical departments and teaching faculties Greek-centered organization so that the educators become Greeks and teach Greek children. What is especially suggested about the teachers faculties is a change of the curriculum with emphasis on a Greek core being the basis of Pedagogy, Psychology and Sociology. The subjects of History and Language will correspondingly be attuned to the new model by projecting the Greek history under the traditional method of elevating the Greek civilization, heroic acts and the Greek race superiority. As regards Language, students should be taught both the Ancient and Modern Greek Language and, especially, regarding the linguistic issue, the return of the multi-stressed system seems to be more than necessary. Concentration is placed on nation-state issues by bringing back ideologies about the Greek character11 and religion. Their ideological constructions are integrated into the broader paradigm of antiglobalization that emphasizes the constitution of nation-states and regards them as being opposite to globalized values that are deemed subversive for the national constitution. Globalization is projected as a situation of national characteristics elimination, especially population mobility; the concentration of Negroes and Muslims in the European countries is regarded as a negative aspect.
11
See (indicatively) general issues about the nation organization and the constitution of national identity and how it is formulated under globalized conditions. May, S., Modood, T. & Squires, J. (2004).Ethnicity, Nationalism, and Minority Rights.Cambridge: CambridgeUniversityPress.
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It is observed that race purity issues come back, elevating races, nations or humans superiority issues at the expense of the others12. A dynamics of we is formed and the issue of crisis is shifted from an economic to a value basis interpreting value and moral under their terms. It is estimated that the overall educational system functioned for the immigrants benefit while the special forms of education were conducive to the immigrants attending all Greek educational institutions and being candidates for the corresponding professional vacancies and as it is pinpointed we turned immigrant children into competitors not only in the lower professions, a course that would be under continuation if the economic crisis was absent. On the basis of what has already been underlined in other researches, a large number of the sample students seem to be expressed positively about the educational policy formed throughout the dictatorship period: a) I. Metaxas (1936-1940) and b) G. Papadopoulos (1967-1974). As it has already been mentioned, a state and education organization system is projected based on discipline and panoptic supervision. The issue of power and authority is projected along with the value of submission to the group aiming at the objective fulfillment. A political consideration that regards education as a prerequisite for the state progress and prosperity is elevated. It is believed that through concentration on the Greek character that is the formulation of Greek citizens focusing on the countrys benefits concentration will be placed only on what is considered good for the nation. Individuals happiness or prosperity is, therefore, defined within solidarity in which satisfaction or benefit is not eventually perceived under economic but under value
12
See (indicatively) about the organization of extreme right parties, their ideologies and the communicative discourse formulation. Passmore, K. (2002). Fascism: A Very Short Introduction. Cambridge: Cambridge University Press, Russell, J. & Cohn, R. (2012). Hate group. BookondemandLtd.
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terms and what is finally elevated is the Greek being satisfied by his countrys development. Thus, an anti-memorandum policy against economic measures is interpreted as resistance against those forces that wish to exterminate the Greek civilization. All in all, it is observed that reference is made to the necessity of gaining prestige in education stemming from the focus on the Greek character. The marginalized and displaced teacher, according to their opinion, will be distinguished as a worker of the Greek education.
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Bibliography
Bozovic, M. (2011).The Panopticon Writings. Santa Barbara: Verso. Buelens, F. (2000).Globalisation and the Nation-State.U.K. Edward Elgar Pub. Burgess, H.W. (2001). Models of Religious Education: Theory And Practice in Historical And Contemporary Perspective. United States: Quality Books Della Porta, D. & Keating, M. (2008).Approaches and Methodologies in the Social Sciences: A Pluralist Perspective. Cambridge: UniversityPress. Edenson, T.(2002). National Identity, Popular Culture and Everyday Life. Oxford: Cowley. Foucault, M. (1995).Discipline & Punish: The Birth of the Prison. USA: Vintage. Hand, M. (2006). Is Religious Education Possible?: A Philosophical Investigation. London: Continuum International Publishing Book. Hennick, M. &Hutter, I. (2010).Qualitative Research Methods. London: SAGE Johnson, D. &Potok, M. (2012).Right-Wing Resurgence: How a Domestic Terrorist Threat is Being Ignored. Lanham:
Rowman&LittlefieldPublishers. . (2005). . : . , , : . , . (2006). 1967-74 . : . , . (2011). :

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6o
(2012). May, S., Modood, T. & Squires, J. (2004).Ethnicity, Nationalism, and Minority Rights. Cambridge: Cambridge University Press. Moran, G. (1989).Religious Education As a Second Language. USA: Religious Education Pr. Norris, P. (2005). Radical Right: Voters and Parties in the Electoral Market. Cambridge: Cambridge University Press. Passmore, K. (2002). Fascism: A Very Short Introduction. Cambridge: Cambridge University Press. Russell, J. & Cohn, R. (2012).Hate group. Book on demand Ltd. Sunic, T. ,Benoist, A. & Gottfried, P. (2011). Against Democracy and Equality: The European New Right. California: Noontide. Wodak, R., Cillia, R., Reisigl, M. &Liebhart, K. (2009).The Discursive Construction of National Identity. Edinburgh: University Press.
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Teaching English to Minority Elementary students in Thrace: the Project Method
Tsantali Calliope, English Language Teacher, calliopetsantali@yahoo.gr
Abstract
The teaching of the English language to minority elementary students through the implementation of the Project Method is being examined in the present paper. A thorough analysis of the educational status and use of languages in the particular area is done. It is also analyzed to what extent the implementation of this teaching method is feasible, taking into account the principles of literacy, multilingualism, multiculturalism as well as the Common European Framework of Reference for foreign languages. The cross-curricular approach was prevailing throughout the entire procedure while the English language was assimilated and consolidated under a different perspective conducive to autonomous and life-long learning. Moreover the students were given the opportunity to activate themselves through their involvement with real life situations and develop stances, attitudes and behaviors necessary not only for their inand-out of school life but for their existence and integration into the broader social mainstream.
Key
words:
autonomous,
cross-curricular,
life-long,
minority,
multilingualism, stances.
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1. Introduction
The teaching of the English language with the project method to minority elementary students in Thrace is being examined in the present paper. English is characterized as a special subject which, based on the school program, is taught in elementary schools in which more than 4 teachers work, three (3) hours per week in 3rd, 4th, 5th and 6th grades. The initial material used is the English language book published by the Ministry of Education for each corresponding class. There is a students book (to present new knowledge), activity book (with supplementary activities to assimilate and consolidate new knowledge), the teachers book (including instructions for the lesson) and audio material.
Taking into consideration the fact that every language (English, too) forms a determinant characteristic of each civilization and is under continuous evolution in time and space; it is a code of communication conducive to compose a society. It is also a system with similarities and differences in comparison to other language systems with which it is in a continuous interaction.
On the basis of the principles of literacy, multilingualism and multiculturalism as well as of the Common European Framework of Reference for Foreign Languages, the development of the students linguistic competence and development of their social skills are examined so that they are able to communicate in different linguistic and cultural environments.
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Thus, partial issues to be examined are how English can be taught to speakers of another language not in their mother tongue but in a second language, Greek. Given the grounds that minority students start learning Greek in the 1st elementary grade, communication with 5th and 6th grade students could be characterized as satisfactory. Another issue to be analyzed is the acquisition of behaviors within a constantly changing, multilingual and multicultural society as well as the creation of life stances. Learning becomes more participatory both in-and-out of school as students are involved with several cognitive fields and with assignments after the completion of the official school program. The students metacognitive skills are also examined as they are potentially and globally engaged with issues of direct social content while their linguistic awareness is simultaneously developed. Finally, the students organizational skills and investigatory strategies, necessary for
autonomous and life-long learning are also examined. 2. The Project Method The Project in Action
2.1 Educational Status and Multilingualism
The student population of the minority elementary schools in Thrace is heterogeneous comprising of Turkish in origin, Pomaks and Romas. Therefore, when the English language teacher enters the classroom s/he faces a cultural mosaic characterized by different cultural, religious and linguistic peculiarities in general, as well as the social and economic background of the local families as well as their expectations about their childrens future. Apart from the Roma students who, after their initial presence at school, gradually stop attending the classes, the remaining student population continues its education on the basis of the family
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social-economical asset, on the one hand, and their expectations for a successful school course conducive to their professional settlement, financial and social rise and their broader integration into the social mainstream (Dragona & Fragoudaki, 2007).
According to the present educational reality, there is an intense presence of multilingualism among students as, apart from Greek and Turkish, the Pomak language (on mountainous Rodopi), the Roma language and Arabic (to read the Koran) as well as English, as an international language are also used. It is noteworthy that the Muslim minority of Thrace is officially deemed bilingual. Turkish is spoken only within the family and broader social environment both in homogeneous and heterogeneous communities. In communities of mixed populations (Muslims, Romas and Pomaks) the Roma and Pomak languages are correspondingly used by the local population. As regards the broader social entirety and official social functions, Greek is the official language for all the state-citizen formal actions. Thus, taking into consideration the aforementioned, a clarification regarding the definitions of mother tongue (or L1) and foreign language (or L2) should be made at this point. L1 is considered to be the language acquired by the individual throughout the first years of its life and which is spoken in its immediate environment. L2 is the language acquired by the individual after the completed acquisition of L1. Thus, mother tongue (Turkish, Pomak or Roma) is defined as the language spoken by the local population whereas Greek is deemed the L2 acquired for communicative purposes in the broader society and potential professional settlement. (Papanis, 2008).
The student force of the particular class was 8 students, 7 boys and 1 girl. Two 2nd grade female students were also present in the classroom since in
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minority elementary schools co-teaching is implemented that is the teacher teaches students of different classes.
Greek, Turkish and English were all used in teaching and learning English. Multilingual awareness was therefore familiar to both students and teacher. Greek was used to teach English. Taking into consideration the fact that students started learning Greek in the 1 st grade of elementary school, their communication with the teacher was satisfactory. Turkish was used by the students when they talked to each other or in cases when weaker students with lower linguistic competence of Greek could not understand various Greek words which were translated into Turkish by their fellow-students. In other cases, the Greek-Turkish dictionary, available in the classroom, was used by the teacher to explain an English word when children were not aware of the corresponding Greek meaning. After the translation of an English word into Greek, its consecutive translation into Turkish was also observed as a sign that the new meaning was fully understood.
Finally, English was used to carry out all book oral and written activities as well as simple instructions for the students such as please, open your pupils books on page 22 or to encourage or reward students for having carried out an activity. English was also used spontaneously by students when they felt self-confident with the knowledge already acquired. In general, the teaching procedure was carried out naturally and according to the students pace.
The dialogue was prevailing during teaching since its systematic use formed the essence of active learning and cross-curricular approach. The teaching and learning procedure were further reinforced by the
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conduction of a group work as it is widely well-known that projects form the most creative pedagogical approach of the foreign language.
2.2 Why should the Project Method be implemented?
Through projects students become aware of the socio-cultural language dimension, have new experiences and reveal new knowledge. Moreover, methodological and investigatory skills are developed, students learn how to use new technologies and acquire a real view of the world. Last but not least, they learn how to communicate and manage their time and conflicts. The planning, implementation and effectiveness of a project is successful as long as the technique of selecting the topic and the manner of its management are clearly understood; in this manner, the validity of the end-product is secured.
The project is based on the pedagogical principle of collaboration that shifts the learning procedure from Teacher-Student communication to inter-student collaboration while the teacher functions as the supporter of the procedure. It is the ideal framework for experiential learning, the natural development of various abilities and collectivity. Collaborative learning is materialized under the principle of inter-student collaboration, organizing students into small groups while the group dynamics is utilized for learning and developmental activities as, according to L. Vygotsky, learning and development are better carried out within the social interaction dynamics. The learning initiatives are activated, students critical and creative thought is promoted, communicative abilities and stances along with cooperative and metacognitive skills are developed and, eventually, students satisfaction after the completion of the work is increased. Thus, the student becomes able to develop all those
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mental, communicative, social and methodological abilities required by autonomous and self-regulated learning as well as creative life in-andout-of school. Individual work may exist but it ends up to group composition. According to bibliography, the students interest is stimulated by the combination of interdisciplinary and group work as their stances, self-esteem and abilities for collaboration and, by extend, learning and preservation of knowledge are widely improved
(Matsaggouras, 2011).
Furthermore, the project method creates the field for the implementation and expression of small scale research, discovery learning and creative thinking through collaborative work in pairs or groups. The teaching effectiveness is evaluated by the project itself. Sharing information with the family and local society is an absolutely vital aspect of participatory education. In other words, the students interest is not merely confined to the content of learning but it is extended towards the learning procedure that is the mental processing of data and the social manners of communicating and collaborating through which new knowledge is acquired by the students as well as the manners of representation and implementation in various frameworks of knowledge, skills and stances developed by them.
The topic selection was done both by the students and teacher. The topic should reflect the students needs and interest, be characterized by a social nature that is to coincide with the students personal and social environment in which their experiences are formed conducive to the association of school with real life. The Elderly was the topic selected basically by the students associating foreign language with geography, history, sociology, psychology and new technologies. New attitudes were
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formed by the children regarding their role in relation to the Elderly within the family and broader society, within here and somewhere else, today and yesterday, the same and the different.
2.3 Organizing the Project
2.3.1 Timing and Timetabling
Before initial planning and implementation what should be taken into account is the particular time of carrying it out as the project is deemed a stimulating break from daily class routine while the relationship between the teacher and students is invigorated and strengthened after the completion of it. Thus, parameters such as time of school year, teaching circumstances and students abilities were certainly taken into consideration (Fried-Booth & Maley, 1986). The specific project was carried out during spring when the students had already acquired a significant amount of language patterns while the fatigue of the demanding school year had already been felt. Thus, the specific period was chosen as a break from the school routine. The project was conducted in 12 consecutive lessons, covering a full month of work. The particular project could be characterized as a multi-tasking one, as there was a combination of receptive and productive language abilities as well as a targeted development of social, heuristic and organizational skills.
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After the topic has been chosen the three project stages follow:
1) The planning stage in which the scope and content of the project is discussed between teacher and students. The type of language to be used is pinpointed while, at the same time, ideas and emotions are brainstormed. 2) The implementation stage in which groups are formed and tasks are assigned to these groups. 3) The creation of the end-product in which ideas, emotions, group work, investigation are all represented in the form initially decided.
2.3.2 Initial planning and topic analysis The initial impetus of the project came from the 5 th elementary grade school book in which there was a series of topics to be dealt with. Students decided on their own which topic would be the appropriate, based on their cultural background. Thus, The Elderly was chosen in a consensus. Taking care of older people, namely grandparents, is evident in all Eastern cultures, including the Muslims and Greeks, too. Therefore, students were found to be familiar with the particular topic. The general aim of the project was to encourage students to practice their oral skills as well as to develop those skills necessary to handle another opinion both on an individual and collective level. It should be mentioned that this was the first time the particular students were introduced to the project method. The teachers attempt, therefore, was also concentrated on clarifying the scope of the project. The General Aims and Specific Language Aims were then set:
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GENERAL AIMS To support and further students language, their social, heuristic and organizational skills by giving them the opportunity to involve themselves in every day situations and get sensitized about them. LANGUAGE OBJECTIVES
To produce a written text based on
the material collected and use the language acquired so far. . As soon as students were presented the particular method and goals to be achieved, they appeared to be enthusiastic about the specific type of learning and dealing with the English language and were immediately willing and eager to be assigned various tasks.
Immediately after the above-mentioned procedure, the topic was separated in thematic units. Students brainstormed on the Elderly, their living conditions, emotions, loneliness, measures to be taken, the role of the Elderly centers, the role of the young (responsibilities and obligations towards them). Students were inspired by the topic and also took initiatives to provide more information and, more generally, to make their best for a satisfactory end-product which was decided to be a huge poster presenting a detailed series of findings and personal considerations about the particular age group. Teacher preparation behind the scenes was important throughout the entire procedure (Fried-Booth & Maley, 1986). Guidelines to students were provided throughout the procedure as to how it could be continued and processed. At this point, the project was connected to the curriculum and the specific subjects from which information is drawn. Thus, Geography (the facts in other Eastern and Western countries), History (a historical review), computers (the internet,
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for information and photographs relevant to the topic), Sociology (interviews) and Psychology (stances and attitudes) were the preeminent, interweaved subjects. It should be mentioned that almost all students were familiarized with new technologies as they were used in their everyday communication making their reality apropos. Thus, students clearly benefited from this educational opportunity while their knowledge and interests were expanded through the investigation of issues related to their lives (Nikolidakis & Paraskevas, 2012).
As regards language, the students were requested to use as simple language as possible when producing English. A list of grammatical patterns, vocabulary and everyday expressions, already been taught, was given to the students for references. Tenses (Simple Present and Present Continues), Likes and Dislikes, adjectives (to express their feelings), time prepositions, expressing opinions and making suggestions, expressions of everyday life such as Good morning How are you (to be used in constructing the dialogues in English) were included in the list. . 2.3.3 Implementation
At this stage, students were divided into groups while the following prerequisites were taken into consideration for an effective group function: a) Communicative skills among group members, turn-taking, careful listening, decision making, expressing personal emotions. b) Collaboration skills such as mutual assistance, positive feedback, constructive critique, taking initiatives, conflicts and time management, decision making.
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c) Investigatory abilities (for books, magazines, newspapers, the internet), questionnaire process and composition. Groups were formed on the basis of the following criteria: a) the number of members and b) mixed-ability students aiming at the weaker students activation and better students leading role in the group. The composition was based on student preferences and teacher intervention so that the functionality of the groups was ensured. Thus, students were divided in four pairs each one comprising of a good and a weak student. Two groups were assigned the collection of photographs from magazines, newspapers and the internet while the other two groups were assigned the interviews. The groups as well as the group-members were interdependent on each other; and this is the cornerstone for group coordinated action and effectiveness. As a consequence, students felt more responsible. Both the topic correlation with the existing reality as well as students experiences was conducive to the students increasing interest. To ensure consistency and student commitment within the group, students should feel safe within it while their work is perceived as something significant resulting in the replacement of I by We (Matsaggouras, 2011 ).
2.3.4 Investigation
The approach was based on two pivots: a) research through the internet (www.e-psychology.gr, www.sansimera.gr, www.ypostirixi.net,
www.gerontoly.gr) as well as www.erevnites.gr, a website provided by the school book authors, regarding information about the elderly (world day, problems and difficulties, rights, suggestions, photographs) and b) interviews with older people living in the same residence with the children or in the neighbourhood.
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2.3.5 Storing material
Since various forms of material were provided in the classroom, an information storage system was necessitated (Fried-Booth & Maley, 1986). A cardboard container was chosen to be the storage for any new material that came in the classroom, such as notes, photos, texts with information about the elderly from the internet, complete interviews. Students assigned with interviews were able, at times, to keep their products for elaboration or additions and put them in the storage box when completed. The box was kept in the classroom, therefore it was easily accessible to all students that needed to put extra material in it or referred to the material already collected for supplements.
2.3.6 Language monitor
It should be noted at this point that since the interviews were conducted in their homes and broader village, the language in use for this task was their mother tongue, Turkish. The new material was presented in the class primarily in Greek (the language of communication between teacher and students) and then students produced the English text. The internet search was carried out both in Greek and Turkish. Students competent with the Greek language searched Greek websites and some Turkish, too, whereas less competent students felt safer to use Turkish websites only to find information about the topic. In the classroom, some simple instructions were in English such as please, put the photo in the box; therefore, the students had the opportunity to develop their listening skill by carrying out the instruction provided.
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As regards written production in English, students were encouraged to use the list and write simple dialogues such as: Good morning, Mr. Hasan. How are you? Good morning Housein. Fine, thank you. How old are you? I am 77 years old Where are your children? They are in Germany. Are you ill? Yes, I am. Besides, students providing information from the internet were also encouraged to use simple patterns to produce written English. The section about emotions, opinions and suggestions was also based on simple phrases. As soon as the new topic came into the forefront, new language patterns, yet unfamiliar to students emerged and further process was necessary. When students came across a new word or phrase to be used in their texts, there was teacherintervention by writing it on the board providing, at the same time, its definition, relevant collocations and functionality in a sentence. Students copied in a separate section in their notebooks for quick reference and use. Error monitoring was used collectively and error analysis was done in the classroom so that all students were presented the corrected item to be inserted in their material, when necessary. Thus, students obtained feedback and became even more confident with their work.
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2.3.7 Work composition and presentation
Work composition was very important as it was just one step before the end-product. English texts were being produced while groups informed each other about their findings, compared pictures and information, comments were mentioned. Suggestions were then made about material selection and its exact location on the poster. The location of the various findings on the poster was decided so that there would be a logical order. Thus, general information about the issue was placed on the top central part of the poster. Specific information about health issues, living conditions and relevant photographs were placed on the right side of it. The students interviews were placed in the central part surrounded by some photographs while the depiction of their feelings, conclusions and suggestions were placed on the right side of the poster. At the bottom of it there was some space left so that students could write their names. The poster was put on the classroom wall.
2.3.8 Evaluation
Evaluation is an integrated part of the teaching procedure as the achievement of the general aims and language objectives is examined. Evaluation commences even from the beginning of the project as students are participants and, therefore, responsible for the whole procedure of the project, namely topic selection, taking initiatives and undertaking assignments, means used, composition and presentation. Besides, peer collaboration, development of language and organizational skills are also taken into consideration.
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Other criteria central to evaluation should be the effectiveness of the work, the students consistency, their participation in the procedure, time management of the project and the connection between school and society (Harisis, 2006). In the particular case, oral descriptive evaluation was implemented in the classroom in which there was self-evaluation with students commenting on their personal efforts and peer-evaluation in which students commented on their fellow-students work. Finally, there was the teachers evaluation on both the procedure and students results. The evaluation procedure was rather flexible and all project- participants were awarded for their efforts and end-product. Students self-confidence was boosted concerning the use of certain language, heuristic and organizational skills. They also felt deeply satisfied by their work.
2.3.9 Role of the teacher
When a project gets under way the role of the teacher is focused on participatory action and coordination, when necessary. Teacher intervention is apparent to revise a language point or s/he anticipates linguistic or logistical problems. S/he essentially stands in the background to evaluate the language being used or to monitor the students activities. Furthermore, s/he functions as an inspiring source (Fried-Booth & Maley, 1986) to his/her students, boosting their confidence in working more concentrated towards their objectives. Teachers monitoring is vital as it can be deemed as a means of rewarding or praising students. The teacher can circulate while students are working in the classroom and, through observation, take notes on the students concerns, difficulties, language use effectiveness and progress.
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3. Conclusions
The implementation of the project method was a whole new experience for the particular students having made them get involved with the English language from a different perspective. Both groups, those having undertaken information collection from the internet and those ones having undertaken the interviews were very enthusiastic and devoted to their assignments. In particular, the questionnaire was composed by the interviewers themselves and was enriched by the teacher when necessary.
It is noteworthy that the new educational actions implemented in the minority schools are conducive to making the Muslim students feel integrated into the educational reality. They do not appear to feel marginalized due to different religion and language while they are given the opportunity through books, computers and other material available to further investigate the English language and develop their social skills on the basis of life-long learning. Besides, they are not confronted as the others any more (Dragona & Fragoudaki, 2007).
Furthermore, the association of school with the broader world was apparent as there were students that interviewed grown ups not only in their homes but in the whole village, as well. Through the development of their language skills and, particularly, the production of written work, students were given the opportunity to explore the English language on the basis of an investigatory and revelatory approach, to reinforce their communicative skill and keep their enthusiasm and interest on a high level up to the completion of the project. In this framework, the foreign language subject functioned as a means for students socialization as well as the complete cultivation of their personality.
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The communicative strategies selected were conducive to helping students cultivate collaboration and negotiation as well as the understanding of the other. Besides, new technologies were determinant in the development of their communicative skills. As regards the latter, as students are familiarized with new technologies, they can benefit from the educational opportunities so that their knowledge and interest are expanded while investigatory learning becomes student-provoking to further their education. In addition, student awareness of everyday reality is expanded and reinforced through their investigation about issues tied to their interests (Nikolidakis & Anastasopoulou, 2012).
Students were particularly sensitized by the topic of the project in terms of confronting this age group, their support and ways of helping the grown up in a location where access to the Elderly centers was not easy.
The children concluded that they could help older people in their homes and neighborhood namely doing the shopping, cleaning the yard or offering them a cup of tea. It was admitted by them that through the project they were better aware about the real problems of older people and to what extent their presence could become important to these people in what is relevant either in helping them or just keeping nice company to them. It was totally accepted that projects helped them both in investigating the English language and become more self-confident and form more consolidated stances and attitudes towards the particular issue.
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Bibliography ()
() , . : Chrysochoos Joseph E. (2002). The Methodology of the Teaching of English as a foreign language with reference to the Cross-curricular approach and Task-Based Learning. Athens: The Pedagogical Institute. . & . (2007). , . :
Fried-Booth D. & Maley A. (1986). Project Work. Oxford: Oxford University Press . & . (2010). English 5th grade. : . (2011). . : Nikolidakis, S. & Anastasopoulou, F. (2012). Teaching philological subjects through You Tube. Technology, Education and
Development. INTED: Spain
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Nikolidakis, S. & Paraskevas Th. (2012). Digital platforms, social networks, internet: the challenge in greek education Technology, Education and Development. INTED: Spain , . (2008). Learning strategies of the Muslim student of Thrace who learn English as a foreign language. PhD Thesis. Democritus University of Thrace , . (2006), . :
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Teachers' Attitudes and Approaches: Their Role in Presenting ICT as a Beneficial Learning Tool to Children
H. Kaitsa-Kulovana1, E.Theodotou2 1 BA Early Childhood Studies, Akmi Metropolitan College, Athens, Greece helena.kulovana@gmail.com 2 Programme Leader Early Childhood Studies & Special Needs & Inclusive Education, Akmi Metropolitan College, Athens, Greece E-mail: etheodotou@gmail.com
Abstract
This research investigates the impact of technology, particularly computers on children's social behaviour. There is considerable amount of literature that focuses on children's computer use and its impact on children's health. However, there is lack of research regarding the beneficial use of computers regarding children's social skills. This paper examines whether computers can be used as a beneficial tool for childrens education. Furthermore it looks into the views of practitioners on ICT inside classrooms. This is done through observation, field experiment and interviews followed by analysis of the data. The findings have shown that computers can enhance childrens social skills and improve communication among them if used in a beneficial way. Information contained in this document adds to contemporary research regarding computers in early years. Furthermore the findings provide practitioners with basic idea how to approach the ICT use in their lessons.
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1.0 Introduction Information and communications technology has become a part of people's everyday life in the recent years. Children are exposed to various digital tools and media from their early childhood and ICT has become a major part of the educational curriculum. In the present time where technology is implemented at schools and its use increases, it is necessary to evaluate the knowledge of teachers. Nowadays, it is absolutely necessary for teachers to be computer literate, as otherwise they will be unable to relate their knowledge to their students (Siraj-Blatchford and Whitebread, 2003). Indeed, teachers role in digital science is vital. Children learn through the educator (Plowman and Stephen, 2003). Due to the fact that technology is widespread nowadays, the aim of this research is to assess the importance of teachers' attitude and their views in general regarding ICT. At first, it is necessary to consider previous pieces of research conducted, which are related to this area in order to support this study. Wide literature will be summarised and key issues will be highlighted. Additionally, in the second section, a detailed research plan will follow, serving as the basis on which the study will be conducted. This plan will thoroughly specify a number of important steps taken during the research period. Data gathered during the study will be carefully analysed and recapitulated in section three. This section will provide numerical data drawing upon the correct procedures and research methods used during this study. Lastly, after the review of the data, a discussion will take place in the last section. During this discussion, suggestions will be made regarding the claim of ICT being beneficial mainly through facilitation of
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practitioners. Conclusion on the results of the data will be presented there as well as proposals for further research.
2.0 Literature review The use of Information and Communication Technology has been gradually increasing over the past years, especially ever since it became available to the general public. ICT is nowadays used by adults in daily activities, such as banking or online shopping (Valentine et al., 2002). Moreover ICT skills are required in most professions. Kroker and Weinstein (1994) suggest that individuals will require having certain computer literacy in order to work. While their suggestion was made seventeen years ago, it is still valid today more than ever. This is also suggested in a recent study by Law et al. (2008), who claim that in the contemporary world computer literacy is a crucial skill to posses. Digital literacy has been regarded as imperative over the course of the past years. Furthermore, Law et al. (2005) suggest that both curricula and teaching approaches need to change for ICT to be implemented into the classrooms in order to benefit children and enhance their digital skills. This implies that it is necessary to implement ICT learning as soon as early years in order to raise technologically competent persons. This is also suggested by Grover (2009) and Siraj-Blatchford (2010), who regard digital equipment as potent way to teach children.
2.1 Overview of opinions on ICT use However, there are varying opinions on the use of ICT in childrens lives and learning. There are beliefs of ICT being beneficial to childrens development as well as concerns of it being harmful. The most controversial claim is the one expressed by Cordes and Miller (2000),
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who state that computers hasten the end of childhood. Moreover, children will spend more time using a computer and less time interacting with family and peers. Additionally according to Cordes and Miller (2000) and Maynard (2010), lack of social interaction due to computer use is bound to harm childrens language development, which will further weaken the ability to interact. Additionally, Valentine et al. (2002) and Lebens et al. (2009) focus on the issue of social exclusion that computers may cause. Nonetheless, Plowman and Stephen (2003) claim that teachers should prepare children for a place in technological world and see ICT as a beneficial tool. Educators should choose software appropriate for the age, needs and abilities of pre-school children and similarly supervise their use of ICT (Plowman and Stephen, 2003).
2.2 Teachers attitudes It is up to the teacher to integrate computers and ICT in general into his or her teaching routine and thus help children acquire computer skills while learning themes from other areas. In the same way, Christensen (2002) believes that teachers need to keep up with technology by educating themselves in order to assist children. Teachers awareness of the newest software and technology in general will help children use computers beneficially during their school time, which will develop their computer literacy necessary for their life (Christensen, 2002). The teachers attitude towards computers can also influence the students attitude (Grieshaber, 2010). Educators can foster positive attitude towards technology. For instance a research conducted by Tsitouridou and Vryzas (2004) showed that teachers were anxious when using ICT resources because of their lack of knowledge and they avoided computer use in their classroom. This can lead children who use computers at home to
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face difficulties in interaction because of their isolation, as stressed by Valentine et al. (2002). Surprisingly however, the majority of these teachers regarded ICT as an important tool for teaching, despite the fact that they lacked the skills to use it. Teachers enthusiasm is a valuable asset in the implementation of technology into classrooms (Stancer, 2010). Hall and Higgins (2002) also explored the views of teachers on ICT. They suggest that majority of educators feel it is necessary to include computers and digital activities inside their classroom. Similarly, Couse and Chen (2010) state in their study, that children were exposed to technology by their teachers. Their research has shown children achieved good results through teacher's guidance, which improved their interaction and computer skills. Bolstad (2004) emphasises the fact that collaboration, teamwork and interaction amongst children during digital activities cannot occur without intervention. The impact technology will have on childrens learning depends on the practitioners (Lau et al., 2005). This is in agreement with Klein et al. (2000), who claim that computers cannot replace teachers and thus guidance for students is necessary. They highlighted that by merely putting a computer in a classroom will not allow children to learn constructively. The danger of unassisted use of computers by children lies in the previously mentioned isolation factor; youngsters run the danger of being lost in their personal exploration of this ICT resource. Nonetheless, in Kleins et al. (2000) study, the findings showed that children who were assisted by a teacher exhibited a better achievement level in areas such as abstract thinking and vocabulary. Correspondingly, OHaras (2008) findings also noted improvement in childrens social interaction in settings where ICT was implemented, especially during teacher-organised role-plays. In the examined settings, educators placed high emphasis on collaboration and discussion amongst children and noted that at certain instances more
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computer-competent children helped others. In addition, Laus et al. (2005) study has shown increased peer and teacher interaction during assisted ICT activities. Accordingly, Siraj-Blatchford and Whitebread (2003) believe that the teachers involvement in ICT has a positive impact on the childs interaction. When observing an adult working on a computer, children are compelled to try it themselves. This leads to engaging in conversation through asking questions and discussing about computers, which can increase childrens social interaction. However, Hall and Higgins (2002) reported that teachers usually use digital resources as a reward to children who finish their schoolwork. Such use of computers is hazardous as it can lead to the exclusion of less capable children who, in addition, are allocated less time on the computer, which can also lead to lesser computer literacy skills. Hall and Higgins (2002) therefore agree that computers are most beneficial if used in connection to learning activities led by teachers. Bolstad (2004) and Kumtepe (2006) similarly highlight the fact that ICT benefits largely depend on the choices made and resources selected by the teachers, who can evaluate any given digital resources mostly through their practice (Boldstad, 2004). On the other hand, it is difficult to evaluate materials and assess software for children if teachers do not use them for education but rather as a mere reward to well-performing children. It is suggested that practitioners should evaluate computer material (Kirmani et al., 2009) and they can do it by following developmental theories (Verenika et al., 2003 and Schmid et al., 2008). It is highly dependent on the willingness of individual practitioners to implement technology into their practice (Hall and Higgins, 2002). As mentioned earlier, teachers did express such willingness to acquire knowledge of ICT despite their anxiety (Tsitouridou and Vryzas, 2004; Hall and Higgins, 2002). In addition to this, teachers in Crawleys et al. (2004) study expressed
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conflicting opinions, according to which ICT is a way to keep the interest of their students while at the same time it can prove distracting for them. It was also noted that teachers are encouraged to use technology a great deal more in their lessons, even though the management does not often provide the technological resources to the classrooms (Crawley et al., 2004). With a large variety at their disposal, practitioners may experience difficulties in choosing the appropriate programme (Willoughby et al., 2009). This is why it is necessary, alongside introducing technology into classrooms, to also provide help with the choice of developmentally appropriate software. Developmentally Appropriate Technology for Early Childhood (DATEC, 2009) project similarly agrees that it is difficult to make a decision of which software is appropriate for teachers practice. While Frazel (2007) offers insight on useful software focused on education, which is beneficial. Many times ICT programmes that were not originally intended for educational purposes are not necessarily a wrong choice. Creative practitioners are able to explore them and use them appropriately (DATEC, 2009). In the light of these findings and facts based on past research conducted on digital equipment inside schools, particularly computers, there is general agreement of the importance of the practitioners role in the use of Information and Communication Technology. As Christensen (2002) and Schmid et al. (2008) pointed out, practitioners who are computer savvy have a different teaching approach with ICT from practitioners who do not know how to use computers. This is an important detail to keep in mind during any given research. While the following study focuses on social interaction amongst children, the teachers views should also be taken into consideration as they contain crucial information according to the above findings.
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3.0 Research Plan 3.1 Participants The present research involved five teachers who voluntarily agreed to provide an interview in order to share their views on digital activities. These teachers were from nursery, reception, year one, year two and year three. The participants for this study were selected by using Stratified Sampling technique, which combines random sampling and
categorisation.
3.2 Methodology The purpose of this study is to examine the views of practitioners nowadays with regards to ICT. An important question derives from this: 1. Do teachers attitudes towards ICT influence childrens approach to technology? Data collection consisted of semi-structured interviews with five teachers, which were conducted inside the school in order to examine their views on digital activities. This interview consisted of thirteen questions, which were both open-ended and closed. A recorder was used in order to receive accurate data through interview transcripts. The questions were aimed at how teachers perceive computers in a classroom, whether they believe computer-use is beneficial and if it is a useful tool for teaching. This was done with the purpose of assessing the teachers knowledge in order to assist children in digital activities.
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3.3 Ethics During any study it is necessary to consider the ethics involved (Bryman, 2008). In the present study, many steps were taken in order to ensure the safety of the participants and the protection of their privacy. These steps were in agreement with ethical guidelines in social sciences. Additionally, ethics were considered in every step of this research in agreement with Bryman (2008). Ethics were taken into consideration while designing the interviews for teachers. The interviews were anonymous and contained questions that would not disclose any private data. Furthermore, at the beginning of each interview the teachers were asked to provide their consent for the data to be used in this study.
4.0 Data Analysis 4.2 Interview Data The teachers and practitioners provided answers to thirteen questions during the interview. The QSR NVivo and SPSS Statistic 17 software were used in order to sort and analyse the data gathered from interviews. In the data analysis focus will be placed on four distinct categories experience, use of ICT, training and general opinion on the use of ICT. Interviews were compared and a chart was created using the Microsoft Excel software according to the similar answers provided. Every interview will be presented on its own in this data analysis and links amongst them will be made. The interviewees will be referred to only by a letter in order to respect their privacy. Before presenting the interview excerpts and analysing them, it is necessary to present information about the interviewed sample. The teachers were asked about their teaching experience. We can see from the
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table available below, that the majority of interviewees have ten to fifteen years of experience (Figure 2)
Years in practice Frequen Percent Valid cy 10-15 15-20 Vali d 20 more Total and 1 5 20,0 100,0 20,0 100,0 100,0 3 1 60,0 20,0 Percent 60,0 20,0 Cumulativ e Percent 60,0 80,0
Figure 21 Teachers years of experience
The first interview with practitioner M., who has twelve years of teaching experience has shown that he favours ICT in his lessons. During the interview he described his experience of ICT seminars and training.
Practitioner M.: I have attended much training. Some very good and some very poor, but it was all useful. Always with training there is a mixture. With the good ones, they always give you practical advice how to use ICT in the classroom and the poor ones is just to show you a piece of software that costs a lot of money. This was not that useful for a teacher really.
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While this explanation aims at the quality of various training sessions and seminars available for teachers, it also underlines the concerns about the quality of ICT software. Considering the extensive training the interviewee had undergone, he could possibly distinguish between poor and good quality programmes for his lessons. This emphasises the fact presented by Siraj-Blatchford and Whitebread (2003), who suggest that practitioners face difficulties when choosing appropriate software for their teaching. Furthermore, the interviewee elaborated on his use of ICT during his lesson. Practitioner M.: All the resources that I make I generally use with ICT. So for instance I will never produce a workshop which is handwritten and everything is produced on Word or PP. ICT is then used in the sense that I use the interactive whiteboard where I present my work to the students. I use audiovisual routes to engage pupils. So it might be that I use pitch from the internet or YouTube clip or small audio clip, usually as a starter of the lesson, although sometimes it is part of the main activity as well. According to Cordes and Miller (2000), such use of technology in a classroom would be excessive and impairing to children. However, it is clear from his explanation that ICT is vital in his work, as he would not use handwriting at all. Moreover, he elaborated that children are also rewarded by computer-based software use for good participation in a lesson. Practitioner M.: I divided the class in two groups and you could let them choose their own players and the idea is they have to answer questions about the topic they just learned and they get to shoot on the goal if they answer correctly.
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As Hall and Higgins (2002) reported, the approach of rewarding children in this way may cause issues for children who have problems participating in a lesson. It also raises a question of the benefits of ICT, which is the main issue this study is examining. Nonetheless, according to the interviewed practitioner, children in his classroom are enthusiastic about computer-based learning, which enriches their education positively (Siraj-Blatchford and Whitebread, 2003). The second interview with practitioner A. has shown considerable difference compared to the interview with teacher M. Teacher A., who has twenty-one years of experience, has voiced concern about her lack of computer literacy skills, which lead to minimal ICT use during her lessons. Practitioner A.: Definitely a beginner. As I said my relationship with computer is not good. Furthermore, the interviewed teacher elaborated on the training and seminars regarding ICT. Practitioner A.: Yes I attended one course for two consecutive days. It is short and I would be definitely happy to learn more. The problem here is, as I told you the other day during the lesson, it really is hard to learn at this point for me. The data provided in this section of the interview shows agreement with Tsitouridou and Vryzas (2004) and Hall and Higgins (2002) regarding the anxiety practitioners can face when trying to implement ICT in their lessons. The interviewee, however, shows willingness to receive further training in this area but questions her ability to do so. Furthermore, the interviewed teacher elaborated on her daily ICT use during her lessons. Practitioner A.: I use the interactive whiteboard mostly as a normal whiteboard. However it is very difficult to write on it.
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Sometimes I search for videos for children that are related to the lesson. The way of use of digital resources in the classroom described in the above excerpt is minimal. It also points at the aforementioned anxiety the practitioners may face, as lack of computer knowledge leads the teacher to such use (Bolstad, 2004; Hall and Higgins, 2002 and Tsitouridou and Vryzas, 2004). This anxiety is further shown in another response to the interview question. Practitioner A.: I believe in moderation it can make lesson more visually interesting. Sound can be stimulating as well. For someone who is computer literate, ICT can definitely improve the presentation of topics both visually and auditory as various tools can be used quickly. I only agree with this in moderation however and personally as a beginner in ICT I believe at this moment it hinders my lessons The key statement in this response is that ICT should be used in moderation. In comparison to the first interview, where the practitioner used computer software for whole lessons on a daily basis, this shows a major difference between the two. The third interview with practitioner P., who has thirteen years of experience, has shown similar content as interview one. The practitioner uses it on a daily basis as a beneficial tool for the childrens development. Practitioner P.: ICT is used by pupils in my lessons as a development tool. They love it. The use of it can further advance their skills and technique. Pupils can get ideas from it. Other than that I use ICT for research, internet access, especially to show online artwork or videos. It is very visual tool.
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His approach to digital materials and resources is positive, and from his response we can see that children are also attracted to ICT and see it as a way to learn by play. According to this data, the teachers positive attitude to technology has a beneficial influence on the childrens approach to learning by using digital material (Christensen, 2002). With regard to the interviewees training, he has attended only a single seminar about interactive whiteboards when they were installed inside the school. His positive approach to ICT comes from his personal interest. Interview with practitioner E., who has nineteen years of experience, has also shown favour in the use of technological resources. Practitioner E.: I use interactive programmes, videos, PowerPoint and educational games. You have seen the computers we have available in the classroom for our children According to the interviewees response, she has attended a great number of seminars and continues to do so up to this day. Practitioner E.: Way too many to remember. I still attend some if I find good ones even now The positive attitude displayed by this practitioner as well as her aim to stay informed regarding ICT can also positively influence children (Christensen, 2002). Practitioner J., who has thirteen years of experience, elaborated more on the use of the Internet in her classroom. From her response, it can be understood that the Internet is the main digital tool for her teaching. Practitioner J.: Mostly I use internet to prepare for my lessons. Internet is a great place to find resources and lesson related interactive games. Videos are also stored on the internet. I also use internet with children. ICT is important for my lessons. Actually, I have been using the interactive whiteboard since it was installed
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and once it just stopped working. I have been very upset by that, considering that I use it every day. This is surprising, as according to Plowman and Stephen (2003) young children rarely log on to the Internet due to the difficulty of its use and the possibility of harm (Valentine et al., 2002). The training that the interviewee had with regard to ICT was not too extensive. She has only attended a few seminars. This would point at her personal interest in learning to utilise technology in the classroom, similar to that of her colleague. Summarising, the general opinion on the rate of use of digital materials, resources and computers overall presented in the interview responses corresponds to the chart below (Figure 13). According to 80% of the interviewed teachers, the information and communication technology should be used frequently and on daily basis to enhance childrens learning. To offer comparison regarding childrens
performance, the interviewee who uses ICT in moderation was the teacher of the classroom where observation took place. Positive attitude towards technology in education was common among the teachers who were interviewed, as only one in five interviewed was anxious about its use. Additionally, the findings have shown that training and seminars do not correspond with the use of ICT, as there are instances where a teacher possesses minimal training and still utilises technology to its full potential.
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5.0 Discussion The purpose of this study was to find out the impact of teacher's attitude and approach to ICT has on children's social interaction during computer activities. This study sought to shed light on was the opinions on the approach and attitude to technology of early-years practitioners. The following discussion will provide commentary on and evaluation of the results of this study regarding the research aims, as well as acknowledgment of limitations and potential for further exploration of this area of topic.
5.2 Teachers influence It is worth noting that the teachers attitude towards the digital activities can have an impact on the childrens experience with computers. Different approaches to technology use in classroom according to varying experience of the teachers were illustrated by Christensen (2002) and Schmid et al. (2008). The interviewed practitioners regarded ICT mostly as a necessary tool for teaching, which also corresponded to the claim of Hall and Higgins (2002). Several of the interviewed teachers also claimed that they could not teach efficiently without it in their current career, as they regarded it too valuable of an asset in teaching. Moreover, most of them noted the enthusiasm and enjoyment children experience when such digital resources are present during their lesson as well. These findings support the claims of Christensen (2002), Lau et al. (2005) and Siraj-Blatchford and
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Whitebread (2003), who believe that the teachers participation in ICT is vital. The participants observed during this study were engaged in little digital activities during their stay at school. This is possibly because of the teacher, who has shown reservation towards the use of ICT in the interview due to having little to no experience with digital equipment. However, while the practitioner used technology on a minimal basis, she was still positive about its use, which seems to have reflected on the children as they welcomed the digital activities provided by the researcher. It can be argued, based on the research evidence presented in the literature (Bolstad, 2004 and Stancer, 2010), that the interest in ICT shown by the other interviewees hint at their students being more experienced in computer use in comparison with the observed participants. Such enthusiasm is essential for building up a positive relationship with technology that surrounds children from their early years (Bolstad, 2004). The findings of this study then correspond to Bolstad (2004), Siraj-Blatchford and Whitebread (2003) and Stancer (2010), who all claim that enthusiasm and encouragement by the teachers towards digital activities will help communicate this attitude to the children. These claims further reinforce the fact that the scaffolding approach (Bruner cited in Berk, 2008) towards ICT inside the classroom positively influences the children. It was apparent that the researchers attitude during the activity had an impact on the participants, as according to the data results they benefited from ICT and highly enjoyed it.
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5.2 Limitations While this study has validated claims of benefits that teacher's attitude toward ICT can have on childrens development and social skills which are in agreement with Couse and Chen (2010), Christensen (2002), Grieshaber (2010), O'Hara (2008) and Stancer (2010), and illustrated how teachers' approach to ICT can resolve the issues of social exclusion and anti-social behaviour ICT, presented by Lebens et al. (2009) and Valentine et al. (2002), it is necessary to also acknowledge that there are certain limitations to this study, which allow for further research. The first of these limitations lies in the sample size used during this research. According to Bryman (2006), due to the limited amount of participants and specific sample group, the data cannot be generalised. Wide area research regarding this topic, placed in different setting can produce other insightful results. In order to fully understand whether teacher's attitude to ICT makes it a beneficial tool for children's social interaction, it is necessary to carry out an extensive study that would cover a wider area of educational institutions. This limitation also show that there is a potential of further lines of enquiry, as for example it would be interesting to compare larger amount of approaches by teachers, based on their computer literacy, regarding ICT and its beneficial or harmful effects on childrens social behaviour.
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5.3 Conclusion Hopefully, the research appertaining to this topic can render educators aware of the possible impact their attitude towards ICT may have on students and offer an informative overview concerning technology in education. In addition, it can also seek to encourage practitioners who do not posses considerable experience with ICT to explore their possibilities by using digital resources. Furthermore, this study acknowledges that it is of the utmost importance for practitioners to become aware not only of the hindrances of technology in the classroom but also of the benefits, as this study suggests that ICT can be used in a beneficial way. The results presented here, encourage practitioners to make one step further and keep an open mind regarding interactive games, which, even though not initially designed for educational purposes, as suggested by DATEC (2009), can still be transformed into beneficial learning tools with creativity and imagination. This study has illustrated that teachers' attitudes during digital activities can enhance childrens skills and promote social behaviour. While the dangers of exclusion and negative effect of ICT on childrens social skills can lurk during the non-assisted play in this study (Cordes and Miller, 2000; Lebens et al., 2009; Plowman and Stephen, 2003 and Valentine et al., 2002), they can be effectively removed through the teachers encouragement, assistance and engagement. Such engagement is also based on approved theoretical approaches (Vygotski cited in Berk, 2008 and Bruner cited in Berk, 2008), which only strengthen its validity. The fears of the negative impacts of technology are well placed by
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practitioners and researchers and they should definitely not be disregarded. However, rather than trying to avoid the use of technology in todays fast-paced world, it is essential to acknowledge the fact that it exists and seek positive solutions, such as the ones presented in this piece of research. Truly, it is admirable to see that as world progresses; let us not forget that childhood and education seem to have more opportunities to evolve due to technology. Implementing digital activities with a positive attitude can be a great experience both for the children and earlyyear practitioners.
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Klein, P. S., Nir-Gal, O. and Darom, E. (2000) 'The Use of Computers in Kindergarten, With or Without Adult Mediation; Effects on Children's Cognitive Performance and Behaviour', Computers in Human Behaviour 16(2), pp. 591-608. Kroker, A. and Weinstein, A. (2001) 'The theory of the Virtual Class', in Trend (ed.) Reading Digital Culture. Oxford: Blackwell
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Lebens, M., Graff, M. and Mayer, P. (2009) 'Access, attitudes and the digital divide: children's attitudes towards computers in a technology-rich environment', Educational Media International, 46(3) p. 255-266. Education Research Complete, EBSCOhost [Online].Available at: http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=60ea4a9 7-f987-400b-869753d643a3353b%40sessionmgr104&vid=1&hid=102 (Accessed: 1 April 2012). Maynard, R. (2010) 'Computers and Young Children', Canadian Children, 35(1) p. 15-18. Education Research Complete, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=. O'Hara, M. (2008) 'Young Children, Learning and ICT: a Case Study in The UK Maintained Sector', Technology, Pedagogy and Education 17(1), p. 29-40. Education Research Complete, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=f728086 9-13de-458a-a42763452a61c764%40sessionmgr112&vid=1&hid=102 (Accessed: 28 November 2011). Plowman, L. and Stephen, C. (2003) 'A 'benign addition'? Research on ICT and Pre-school Children'. Journal of Computer Assisted Learning 19 p. 149-164. [Online]. Education Research Available Complete, at:
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Plowman, L. and Stephen, Ch. (2005) 'Children, Play, and Computers in Pre-school Education'. British Journal of Educational Technology 36(2) p. 14-157. Education Research Complete, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=948f5b2f -a835-4910-a49d0bd33cf3555f%40sessionmgr113&vid=1&hid=102 (Accessed: 28 November 2011). Schmid, R., Miodrag, N. and Di Francesco, N. (2008) 'A HumanComputer Partnership: The Tutor/Child/Computer Triangle
Promoting the Acquisition of Early Literacy Skills', Journal Of Research On Technology In Education, 41(1) p. 63-84. Education Research Complete, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=4ae7b9c e-814f-4ba9-aa0c00a9c1610e9d%40sessionmgr115&vid=1&hid=102 (Accessed: 1 April 2011). Siraj-Blatchford, J. (2010) 'Computers benefit children', Nursery World, 110(4239) p. 10-11. Education Research Complete, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=53fdc65 2-3e0c-40f0-a39652e409b56183%40sessionmgr104&vid=1&hid=102 (Accessed: 1 April 2011). Siraj-Blatchford, J. and Whitebread, D. (2003) Supporting Information and Communications Technology in the Early Years. Berkshire: Open University Press. Stancer, A. (2010) 'Switching on', Nursery World, 110(4222) p. 22-23. Education Research Complete, EBSCOhost [Online]. Available at:
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http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=28596db a-8d4d-4581-aeadaec39721c83b%40sessionmgr111&vid=1&hid=102 (Accessed: 1 April 2011). Tregeagle, S. and Darcy, M. (2008) 'Child Welfare and Information and Communication Technology: Today's Challenge', British Journal of Social Work 38(8) p. 1481-1498. SocINDEX with Full Text, EBSCOhost [Online]. Available at:
http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3fa470e 5-8987-421f-b658281cbd28f3e5%40sessionmgr114&vid=2&hid=102 (Accessed: 28 November 2011). Tsitouridou, M. and Vryzas, K. (2004) 'The Prospect of Integrating ICT into The Education of Young Children: The Views of Greek Early Childhood Teachers', European Journal of Teacher Education 27(1) p. 30-45. ERIC, EBSCOhost [Online]. Available at: http://ehis.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5f59cd3 c-39f8-4b91-a744186e91990c15%40sessionmgr104&vid=1&hid=102 (Accessed: 27 November 2011). Valentine, G. and Holloway, L. S. (2001) 'It's Only as Stupid as You Are': Children's and Adult's negotiation of ICT Competence at Home and at School', Social and Cultural Geography 2(1) p. 25-42. [Online]. Available at:
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Valentine, G. and Holloway, L. S. (2002) 'Cyberkids? Exploring Children's Identities and Social Networks in On-line and Off-line Worlds', Annals of the Association of American Geographers 92(2) p. 302-319. Environment Complete, EBSCOhost [Online]. at:
Available
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http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=3&issue =2&year=2002&article=4_Yelland_CIEC_3_2 November 2011) (Accessed: 21
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THE UTILIZATION OF THE UNIVERSITY LIBRARY IN THE RESEARCH CONDUCTED BY THE HUMANITARIAN STUDIES STUDENT COMMUNITY
Nikolidakis Simeon, Philologist, simosnikoli@yahoo.gr Anastasopoulou Fotini, Philologist, fotinianast@hotmail.com
SUMMARY
Throughout the past twenty years, the changes that have been taking place in the education grades concern, primarily, the adjustment of new technologies in the educational system in total, whereas preoccupations about the effectiveness of the new methods in the educational act are continuously emerging.
The attempt to modernize libraries as well as the new possibilities offered by the technological evolution have lead us to the realization of the present research which deals with the utilization of the university library, available at the University of Peloponnese, to promote research programs and studies that concern the philosophical and humanitarian studies.
The questions posed are about whether the students of this faculty, both on undergraduate and postgraduate levels, utilize the possibilities offered to them by the university library in order to carry out any study and to what extend are the libraries satisfactorily equipped so that they meet the needs of modern education. Moreover, the student interest in research programs and the readiness by which the whole university community welcomes the innovations are significant parameters so that under the
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correct orientation, information and complete training the appropriate student incentives are created.
Key words: library, academic community, undergraduate students, postgraduate students, new technologies, research procedure.
1. INTRODUCTION
For some decades, libraries have been playing a crucial role, since they have been supporting and are still supporting any kind of studies in all domains. Thus, their necessity is nonnegotiable since they connect the objective knowledge to interdisciplinary (Jubb & Green, 2007). Therefore, their role is determinative concerning the development and evolution of the human intellect. In order to achieve this aim, the activities carried out in a library must necessarily present a variety and not merely being confined to borrowing or books reading. The library must be a vivid organization, a place where people have the possibility to study, get informed about the evolutions that cover the whole range of sciences and arts and, simultaneously, have the potential to create new material themselves.
There are two basic aims concerning library. The first one is to maintain the existing archive material, to multiply and conserve it, being, at the same time, accessible to everyone, thus, creating a cultural heritage of
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texts ready to be used by the generations to come (Varlamoff, 2005). Thus, the library ought to take care of the appropriately specialized personnel that will undertake the maintenance of its material, being as well able to inform and revise its catalog with new publications and additional material. Its second basic concern is the broadening of its public, since it must not simply address a specific intellectual group of people, but to embrace the social whole. This aim is possible to be achieved through multiform activities which will be open to the public (performances, expeditions, meetings).
Academic libraries are the centre of interest concerning universities, since they are directly linked to its development. A well organized library is a basis of information and a place where the university community can pursue data and information necessary for study and research (Yusuf & Iwu, 2010). The connection between society and library is necessary since the library is very important for any kind of research regardless of its stemming from the university or outside university (Opara, 2001). Besides, it is often the case in which libraries are independent from the university and more connected to the local society (Oyesiku & Oduwole, 2004).
2. AUTOMATION AND UNIVERSITY LIBRARIES Automation in libraries commences in the 70s from the U.S.A. and gradually continues but with many problems. Several studies about this issue have been carried out in the western world and less in the eastern countries (Bansode & Periera, 2004). Within this framework, university libraries are getting modernized all the time by providing to the
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undergraduate and postgraduate students the possibility to go under research and carry out scientific projects.
In particular, comparing to previous years, university libraries have been equipped with digital search catalogs -in which students can easily search books and material they are interested in- as well as with computers that provide to people interested the possibility to look for digital material and articles. Today, most libraries are equipped with electronic journals and give students the possibility of searching articles or summaries through the internet. In addition, the offprint or whole journals or newspapers digitalization unquestionably assist the shortest and easiest searching of bibliographical sources. This library automation is connected to the more general human tendency to utilize the computer in their everyday activities (Harinarayana, 1991:176). OPAC13 plays a crucial role in the university library. It is a necessary tool for users since within it they can look for books and find where exactly they are situated. Students must be encouraged to use the catalog because it provides useful information while aimless book transfers are avoided (Yusuf & Iwu, 2010). But researches of the past years have shown that the students do not sufficiently utilize the library services because they do not know how to use the library catalog (Amkpa, 2000).
The system of inter-borrowing unquestionably provides to students of the University the possibility to look for bibliographical material from other libraries, which is available in a short period of time within the premises of the library. In the era of information, it is necessary for libraries to use
13
OPAC (Online Public Access Catalog) is an electronic database in which the total of the printed texts of the library is recorded
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Information and Communication Technology (ICT) in order to provide more information of a broader interest not provided previously.
Based on the above mentioned means, students are offered the possibility to work unimpeded in the university library and to promote research by combining the traditional methods of searching with the new technological achievements. The specialized librarians as well as the scientific potential of the library are undoubtedly the major factor that reinforces student research and promotes research programs within the premises of the University.
The crucial question is whether students utilize the possibilities offered by the university library and if the teaching personnel of the universities is able to introduce students to research and to push them to use the university library as a basic study tool. At this point, it is advisable to mention that many university students, in order to carry out their semester projects, degree works as well as dissertations are confined to the thoughtless use of the internet sources by using less the university library since they are not familiarized with this procedure but regard it as something beyond their awareness, cut off from the learning reality.
3. FROM SCHOOL LIBRARY TO ACADEMIC LIBRARY
The Greek system in Tertiary education is mainly examination-centered, that is it does not promote the research procedure but it is confined to the conduction of semester examinations and more rarely, when there is project in a subject being taught, it works to assist the written grades and is not sufficiently assessed. This problem stems not only from the university system but also from the primary and secondary education
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where school libraries are not utilized at all. In particular, their use is confined to the conduction of fragmentary projects or the students selfactualization who actually choose to borrow a book, but this is not done systematically within the framework of a subject. At this point we must observe the sequence of the theoretical suggestions on cross-curricular and interdisciplinary in the Greek educational system. The issue of investigation and compositional work is overseen and consequently the procedure of knowledge generation and dissemination that could be realized by the operation of libraries. This issue is tied to the pathogeneses of the educational system.
Researches of the past years (Stathea &Psychogyiopoulou, 2010:45-48) have shown that the library can be potentially used in the organization of the lesson, and if it is correctly utilized, there will be beneficial effects towards students, who are accustomed to its use and introduce themselves to a normative model of continuous pursue of research, which is getting a way of life for them allowing them to conduct a more qualitative and substantial research. This stage of preparation helps primarily the student who, ever since the school years, has acquired the possibility to get trained in the pursuing, the evaluation and the final choice of the material. As it derives from the present research, students who, in their school years, used the library for innovative actions, throughout their university studies manage to study more in the library and to look for material, since it is a well-known procedure to them and they are provided the possibility to continue the research even outside university promoting life-long learning.
In particular, school library must be a pole of attraction for students. It ought to stimulate their interest both on issues related to the curricula and
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on issues of a more general interest which are not interweaved to the curricula. It is also regarded as necessary to meet the scientific requirements of the teaching personnel, to improve the students aesthetic education, to extend knowledge and to gain the students interest by pushing him to read a good book (Saitis & Saiti, 2002:31-35). Since we are concentrating on the category youth and knowledge we should take under consideration the fact that the library, as a place, should be in harmony with the youth culture so that it operates as a youngster domain. Therefore, the ritual of its organization, the aesthetic and music should be in harmony with the youth preferences.
4. STUDENTS, SOCIETY
UNIVERSITY
LIBRARY
AND
LOCAL
A library that is to be accessible to students ought to constantly get readjusted to their needs and go along the mainstream by simultaneously preserving its human-centered orientation based particularly on life-long learning, an educational concern for their personal information and broadening of their interests. Life-long education seems to be simultaneously defined under humanistic terms, as the individuals familiarization with the cognitive domains and less under the current reference of professional information or training to adapt himself to changing working conditions (Kalerante & Kyridis & Fotopoulos, 2009). The promotion of the library should be strategic, as an environment of knowledge, not being addressed to a particular public only but be open to the local society.
Apart from the curriculum aim, life-long learning is a more general educational policy aim to be applied since there is a co-ordinate attempt
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to reinforce learning outside school and to redefine and coincide with it to some extent. A more general university library society connection is being ventured so that citizens can benefit from library and pursue selfeducation while the school university learning library connection is redefined.
The role of library is crucial in re-determining this relationship since it holds the responsibility to broaden its public by constantly enriching and constructing knowledge. An innovative model of libraries accessible to the whole population is promoted while seminars, informative events and meetings project the value of book, reading, research and life-long learning in a constantly tossed about society with education tending to be the privilege of the upper strata only. Education under social terms is observed to generate native social strata and immigrants exclusions through the economic restructuring for schools, deduction of teachers and supportive educational structures in general (Kalerante, 2011), whereas libraries can practically assist the social and humanistic nature of education to co-create a spirit of learning readiness and redistribution of social privileges with the individual placed at the center of it.
The use of library promotes active learning since students have the potential to a critical choice of material, working either in groups or individually. Thus, an academic community lacking library is compared to a man lacking brain (Guskin, 1996). The users benefits are crucial to the survival of the library. It is necessary to secure the quality service offered and the alternative bibliographical use towards users. A library needs to be aware of the users constantly changing demands and get continuously expanded through quality service. The development of measurement methods over users satisfaction as well as the constant reFebruary 2013. ISSN: 2241-720 72
evaluation and certification of the users satisfaction index, different from one time period to another and accordingly readjusted are crucial (Filiz, 2007). Relevant to library evaluation, the issue of structures aligned to the general aims of a democratic society to improve services towards the citizens.
5. LIBRARY AND DIGITAL BOOK
The material digitalization and maintenance to be accessible to students in university libraries over a longer time period is necessary. The problem is around financing, finding specialized software, human force training and books to be- digitalized endurance since they often are worn, destroyed or too old and can only be photographed (Olatokun, 2008).
Digital collections are the top preference in libraries for many reasons. Digital databases can primarily be formed with texts connected to summaries for users to access either from home, office or anywhere else when the library is closed. Digitalization helps draw statistics, a thing impossible to happen in a library. The library operation expenses will finally be decreased since access to books and corresponding operational costs will be lower (Montgomery & King, 2002). Global bibliography (Foster & Gobbons, 2007; Booth, 2009) records that undergraduate students are not interested as much in the digital material and do not try to be placed in a procedure of pursuing e-sources or digitalized material. On the contrary, they prefer a superficial study of bibliography directly related to their interests. On the other hand, postgraduate students use almost entirely digitalized bibliography regarded closer to their interests, making search easier, especially when databases are available.
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According to a survey conducted in 2007 (Booth) by the Ohio University Library website users, 72% look for books and journals, 62% articles from digitalized databases, 42% uses links to other libraries whereas 35% looks for music and digital material. A remarkable 15% only asks the librarian for help. The same survey also shows that 38% of library users would ask the librarian for help, 32% only if necessary whereas 30% uses exclusively the library website. Librarians do not seem to be necessary for users and their role in a rapidly changing knowledge organization system should be examined and redefined.
Although e-databases exist in libraries, the transfer to an electronic way of books publication and presentation is extremely difficult with many dangers lurking (Johnson, 2007). However, databases are being actively created and adjusted to the digital era, utilizing new mechanisms to maintain projects published or the e-publication of new research projects. They also work closely to connect research to university for new services promoting research to be developed (Hahn, 2008). It is implied by the above-mentioned that we are gradually and progressively introduced to a new library which combines tradition with innovation, print with digital. According to a University of California survey14, 58% of undergraduate and postgraduate students library users report that they systematically use the e-book whereas only 4% do not, yet prefer other digital material such as newspaper and magazine articles. The same survey underlines that 68% of post-doctorial researchers use almost exclusively e-books
14
Li, Ch. & Poe, F. & Potter M. (2011). UC Libraries Academic e-Book Usage Survey. California: University of California Libraries.
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while a 67% of postgraduates and 55% of undergraduates follow the same track.
The e-book is rapidly developing in exact sciences (68%) followed by the humanitarian and health sciences (57%), social and law sciences (54% and 47% respectively). It is underlined that a 66% of undergraduates prefer the printed digital book since it is regarded more easy to use compared to its digital form15. Undergraduates and postgraduates in Greece underline the necessity for digital books to be developed and disposed in the university library. Personal research would help significantly provided that they can study bibliography at home, in the computer or on mobile. They could save more material in less time and could classify and evaluate accurately and completely the scientific material.
6. HUMANITARIAN STUDIES, RESEARCH AND LIBRARY
In humanitarian studies the domains of research mainly focus on Philosophy, Modern Greek, Ancient Greek and Latin Literature, Byzantine studies, History, Archeology, Pedagogics and Folklore studies. In these domains the material to be studied is expanded, not confined only to Greek Bibliography.
In their attempt to investigate the philological domain, first year students search, in general, material related to the above mentioned subjects, yet they are confined to study university manuals. In particular, as it will be analyzed afterwards, undergraduates visit the library to study mainly the
15
2569 undergraduate, postgraduate, doctorial students and post-doctorial researches participated in the survey. The results are based on questionnaires and the survey was conducted during the academic year 2010-2011 in the departments of the University of California Library
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suggested manual taught, indicatively fragmentary subjects units. They rarely study the professors suggested bibliography. Hardly ever do they look into the library catalog for additional material to enrich their cognitive background. For projects, they consult the professors suggested bibliography, usually limited to the basic study manuals of the subject taught. Only few students, comprising the group that knows how to use the university library, look for additional bibliography. Familiarization weakness towards technology or the standpoint to use traditional study manners is probably implied by the traditional study pattern.
7. SURVEY DATA
7.1METHODOLOGY
The survey was conducted by students at Philology and History, Archeology and Cultural Objects Management departments, in the faculty of Humanitarian Sciences and Cultural Studies at the University of Peloponnese. Students were divided into two categories, undergraduates and postgraduates. Borrowing books was examined resulting to the percentage and frequency of borrowing manuals by the students. We studied the book categories preferred based on the taxonomy of books borrowed and the semester, too. Statistics were made and utilized to prepare semi-constructed questionnaires.
Afterwards, the questionnaires were distributed to students and based on the results we proceeded with clarifying interviews for those presenting a research interest since their answers were diversified from the usual sample responses. Data re-evaluation helped investigate the research
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domain,
thus
profoundly
understanding
the
students-borrowers
incentives, aims and cast of thinking. At the same time, their suggestions to improve the academic library and their preoccupation about the events both in the local and university community were recorded.
7.2UNDERGRADUATES AND UNIVERSITY LIBRARY
Students mainly of the two departments (Philology and History, Archeology and Cultural Objects Management) study in the university library, in the faculty of Humanitarian Sciences and Cultural Studies at the University of Peloponnese, even though the library is open to the whole local society. The survey sample presents students often visiting the library to seek and study scientific material. They focus mainly on philological and historic studies, basic subjects of both departments. The frequency of borrowing books is not the same throughout the academic year. At the beginning of the courses borrowing is increased in which case students study the suggested bibliography and seek material on their subjects to be studied looking for more general information about the nature of the subject. They also look for scientific material to carry out projects and tasks as well as general bibliography often indicated for further study by their professors.
During the semester exams more students visit the library seeking specialized material to study to meet the examination requirements. During this period they focus on the instructive manuals and material to study such as Ancient Greek and Latin translations, interpretative and vocabulary remarks, writings of historic and archeological interest. During the courses period, students are interested in bibliography related to probing deeply into the cognitive subjects, mainly through projects,
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apart from everyday supportive material search. Apart from books available in the library, students pursue more manuals through the collective library catalog and get them through inter-borrowing. They also search the Internet for articles and possible e bibliography. Degree, dissertations and doctoral works are useful when available in print or electronic form since students are familiarized to carry out scientific projects and get assistance in drawing bibliography.
7.3POSTGRADUATES AND UNIVERSITY LIBRARY
Studying in the library seems to be more important for postgraduate students16. A large number of students very often visit the library. The frequency of students increases remarkably during the 2 nd year postgraduate courses when students carry out their dissertation. However, they borrow and study books related to their cognitive domain and not to general interest.
7.4POSTGRADUATE STUDENTS STATISTICS
Postgraduates on Ethics Philosophy use the university library to study the subjects taught and carry out their dissertations. They are provided a multitude of Ancient and Modern Greek Literature, stereotype publications and specialized philosophical material. Students are potential
16
We refer to postgraduates of the Interdepartmental Postgraduate Ethics Philosophy Department at the University of Peloponnese, having been conducted since 2009.
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users of the Thesaurus Lingua Graeca (TLG) in the internet as well as other supporting books provided by the University of Peloponnese. Before presenting the statistics17, we should mention that we studied the frequency of books borrowed and not the frequency of student visits to the library and time allocated there. According to the library regulation18, postgraduates can borrow up to three books for ten days with a possibility of renewal for more 10 days. Out of the student sum, 64% seem to borrow books whereas 36% is presented inactive. Of course, students not borrowing books from the library ought to use other university, municipal or public libraries.
Active students deviate according to the year of studies. In particular, first year students do not borrow books frequently since 56% of them borrow books from the library one to three times and 44% of them four to six times. Among second year students on the other hand, 50% of them borrow books one to three times, 35% has borrowed four up to six times, whereas 15% borrowed from the library more than seven times.
The above data present a student tendency to borrow books related to carrying out dissertations and not to their general training. An investigation on student book choices presents an exclusive interest in philosophy with no further relation to other domains of study. Secondyear specialization in the field of studies contrasting to first- year general philosophical books (introductory manuals, grammars) stimulated our interest. Semester projects about which students chose specific bibliography played a crucial role in selecting books. A large sample
17
Special thanks to the university library staff, Mr. G. Psiloudis and Mrs. G. Katsou in particular for their cordial interest, assistance and support in the framework of this study. 18 See. Decision nr. 5/27-03-2006 of the Temporary General Assembly Meeting of the department of History Archeology and Cultural Objects Management at the University of Peloponnese.
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percentage used the library computers to search the internet and find specialized articles. Many students utilized books borrowing, allowing them to access a variety of selections for more complete information.
7.5 STUDENT REMARKS ON THE UNIVERSITY LIBRARY OPERATION
Students often visit and utilize the university library. However, there are current problems regarding the library and it is necessary to comment on and evaluate them to make suggestions for further improvement and utilization of the library. Students underline the need to buy new books since it is crucial for them to constantly seek modern bibliography allowing them to be placed in the center of innovations in the framework of their research19. The University of Peloponnese library has been established over the past years resulting to basic research manuals deficiency. Postgraduates, mainly, underline the necessity to buy new scientific journals since the library lacks complete series of them to be available to students. Moreover, inter-borrowing is regarded as a necessity so that students can access more scientific manuals from university and nonuniversity libraries. It is worthy to mention that the inter-borrowing system has been in force over the past years and postgraduates often use it, potentially, to find books and journals not available in the university library.
Even though inter-borrowing has, unquestionably, brought a positive effect in enriching student bibliography, it is often regarded as
19
The library partially fulfills student needs [] a larger number of modern books is necessary [] we do not often find the material necessary. In any case, it satisfactorily meets our needs for the current semester (Kostas, Philology Department)
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insufficient by them since it is them to be charged the dispatch and transportation costs, not the library. Borrowing a large number of books under the above method results to a non access to scientific material often necessary for them and they suggest an inter-borrowing gratis for a small number of books for each student, so that all students-library users are enabled to access basic bibliography necessary to carry out their projects.
Finding foreign language bibliography is another major issue. There are some basic foreign manuals actually not able to fulfill the constantly increasing student needs who seek more specialized foreign manuals. Moreover, students, in their total, point out the necessity to digitalize journals, articles and books offprints. It is believed that students will be able to access, through the computer, a large volume of the library material to assist their bibliographical pursuit.
Digitalization is the Greek libraries major concern since its application abroad has generated positive results. Nowadays, the library is strongly connected to the internet and new technologies, making itself more accessible to students, the searching time is minimized and it becomes more familiar to students, not merely a books storage but a means towards a more general humanistic normative research and creativity model. Library hour expansion is another necessity underlined by the students as well as more staff to meet the constantly increasing library needs and creation of a new reading area since the present one is insufficient. Besides, it is necessary for the library to stay open on Saturday to enable students penetrate into their study and broaden their cognitive background unobstructed by their every day university routine.
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University students abroad point out the same necessities to improve university libraries. In particular, a survey conducted by the Macquarie University Library during 2007-2010 presented the need to improve the library communicative policy, borrowing system and its further utilization for academic projects. The acquisition of specialized books is also underlined so that students can access academic material even from their residence.
8. CONCLUSIONS
The library organization and functionality issue is tied to the redistribution of educational privileges, a restoration procedure for lower strata lacking educational culture and the means to approach knowledge. The student familiarization with the library should be emphasized, not only as a means to access books, but as a cultural area focusing on essential knowledge, on the penetration into the cognitive domains. University libraries ought to fill the gap in primary and secondary education, where composition and research projects are absent and students do not come in contact with people of knowledge. University library should come closer to students by utilizing all communicative tools, to become an attractive study and speculation area for young people beyond bureaucratic formulations and modern technology, social networking and globalization opportunities to expand the knowledge community.
Traditional library within an open internet environment can not remain static and inert. On the contrary, technology as a challenge should be
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incorporated and opportunities within a democratic game of knowledge dissemination should be created within the library.
BIBLIOGRAPHY Abend, J & McClure, Ch.(1999). Recent Views on Identifying Impacts from Public Libraries. Public Library Quarterly 17.3 :3-29. Amkpa, S.A. (2000). Students use of University of Maiduguri Library: An evaluative study. Gateway Library Journal,2 (3), 70-80. Bansode, S. & Periera, Sh.(2008). A survey of library automation in college libraries in Goa State,India. Library Philosophy and Practice. Barron Daniel D., et al.(2005). The Economic Impact of Public Libraries on South Carolina: A Study Prepared by the School of Library and Information Science , University of South Carolina. Columbia, SC: School Carolina. Booth, Ch.(2009). Informing Innovation:Tracking Student Interest in Emerging Library Technologies at Ohio University. Association of College & Research Libraries. Calvert, J. & Hernon,P.(1997). Surveyng Service Quality within University Libraries. The Journal of Academic Librarianship 23: 408415. Dianne, N. (2001). The Uptake of Electronic Journals by Academics in the UK. Their Attidutes Towards Them and Their Potential Impact on Scholarly Communication. Information Services & Use 21(3/4):205214. Chicago: of Library and Information Science, University of South
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Filiz, Z.(2007). Service Quality of University Library: A Survey amongst Students at Osmanganzi University and Anadolu University. Ekonometri ve Istatistik Sayi: 5 Foster, N. & Gibbons, S.(2007). Studying students: The undergraduate research project at the University of Rochester. Chicago: Association of Research Libraries. Glass, Henry, R. & Clifford, N. & Harris, B. (2000): The Role of Public Libraries in Local Economic Development. Lawrence, K.S.: Institute for Public Policy and Business Research, University of Kansas. Hahn, K. (2008). Research Library Publishing Services: New Options for University Publishing. Washington: Association of Research Libraries. Harinarayana, N.S.(1991). Concept of library automation. Herald of Library Science 30 Hildreth,S. (2007). Rural Libraries: The Heart of Our Communities. Public Libraries March/April 2007: 7-11. Jubb,M.,&Green, R.(2007). Reasearchers use of academic libraries and their services.Retrieved May 31,2010 from http://www.rin.ac.uk Miller, E. & Fisher, P.(2007). Library Board Strategic Guide: Going to the Next Level. Lanham, MD : Scarecrow Press. Montgomery, C.H, & King,D.w.(2002). Comparing Library and User Related Costs of Print and Electronic Journal Collections. A First Step Towards a Comprehensive Analysis. D-Lib Magazine 8(10). Nijboer, Jelke.(2006). Cultural Entrepreneurship in Libraries. New Library World 107.9/10:434 Olatokun, W. (2008). A Survey of Preservation and Conservation Practices and Techniques in Nigerian University Libraries. Library and Information Science Research Electronic Journal.18/2 Oyesiku , F.A. ,& Oduwole, A.A.(2004). Use of academic library: A
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survey on the Olabisi Onabanjo University Libraries . Lagos Journal of Library and Information Sience, 2.96-101 Perera, P.A.S.H(2005). A study on the pattern of usage of library facilities at the Medical Library University of Peradeniya. Jurnal of the University Librarians Association of Sri Lanka , 9 ,41-61. Retrieved May 31, 2010 from http//www.sljol.info Perkins, H. & Yuan, H. (2000). Genesis of a Web-Based Satisfaction Surveys in an Academic Library. The Western Kentucky University Libraries Experience. Library Administration and Management
14(3):159-166. Rehman, Sh.& Shafique.& Mahmood, Kh.(2011). A Survey of User Perception and Satisfaction with Reference Services in University of Punjab. Library Philosophy and Practice. Varlamoff, M. (2005) The first step in preservation: building the right building. Paper presented at the World Library and Information Congress: 71st IFLA General Conference and Council "Libraries - A voyage of discovery" August 14th - 18th 2005, Oslo, Norway. Retrieved September 6, 2008 Yusuf,F.&Iwu,Juliana(2010). Use of academic library: A case study of Covenant University, Nigeria. Chinese Librarianship: an International Electronic Journal,30. , . (1997). : , . . : . , . & , .(2002). . : . (1998). . . :
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. , . (1998). . . : .
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Call for papers
Dear colleagues,
We send to you the information about the possibility to submit an article for the international scientific journal ISSN: 2241-1720 Papers submitted to the journal should be original work and substantively different from papers that have been previously published or are under review in a journal or another peer-reviewed conference. Particularly we invite submission of papers describing innovative research on all aspects of education and related areas. Submitted papers will be assessed based on their novelty, scientific and technical quality, potential impact, and clarity of writing. Culture journal,
Topics: Lifelong Learning Special Education Psychology of education Educational Policy Literature Philosophy Education sustainable development Management of education and educational policy Quality of education
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Information and communication technologies in teaching/learning Teacher education Distance education Methodology of educational research Adult and continuing education Vocational education ICT learning History of education Anything concerning education and teaching
We are also planning to publish a special issue concerning educational considerations in periods of crisis.
Sincerely yours, The editor Dr. Alex Argyriadis
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INSTRUCTIONS
In order to get more information about how you can send your paper to Culture Journal please read the instructions we provide in the text below.
Culture & Science is published every three months and its main target is to provide continuous education and information to professionals.
Studies referring directly or indirectly to the ancient history, language and culture are accepted.
Research studies: Original Articles are scientific reports of the results of original research, including experimental, retrospective or perspective studies which are conducted basing on a research protocol.
Reviews: Interesting topics relating to cultures and sciences well developed, written by two Authors, at least. NOTE : The text of an original or a review study is limited to 10 typed pages, including an abstract, a maximum of 7 tables and figures (total), and up to 40 references.
Articles-comments: of the Editorial Board.
Interesting cases: They are accepted only if they are about new data or problems and only if a new methodology is followed. They are always
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accompanied by a summary in the English language consisting of approximately 200 words and 3-4 key words. The text of the study is divided into Introduction, Description of the case(s), Conclusion. The bibliography should be absolutely specific to the topic.
Letter towards the editorial: They include judgments on published articles, precursor results of researches critics on the journals, etc. They are published according to the judgments of the Editorial Committee and should be signed. They should not be of more than 500 words.
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Submission of studies implies that it reports unpublished work, except in abstract form and is not being submitted simultaneously to another publication. Accepted studies become the sole property of our Journal and may not be published elsewhere without consent from the Managing Editor. The texts are submitted to the following e-mail address :
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Every submitted study is judged by at least two (2) adjudicators, of the Journal. In case of disagreement a new adjudicator is being assigned and the decision on the publication or not, is being made by the Editorial Committee. The names of the adjudicators remain strictly confidential. The authors are informed within 4 weeks about the acceptance of the study. Usually, a study is given to the authors for modification before the
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Results and Conclusions.
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The scientific journal for culture and education

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Culture Journal [VOLUME V]

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Rowman&LittlefieldPublishers. . (2005). . : . , , : . , . (2006). 1967-74 . : . , . (2011). :

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Teaching English to Minority Elementary students in Thrace: the Project Method

Tsantali Calliope, English Language Teacher, calliopetsantali@yahoo.gr

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2.1 Educational Status and Multilingualism

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2.2 Why should the Project Method be implemented?

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2.3 Organizing the Project

2.3.1 Timing and Timetabling

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To produce a written text based on

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2.3.5 Storing material

2.3.6 Language monitor

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2.3.7 Work composition and presentation

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2.3.9 Role of the teacher

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Development. INTED: Spain

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Figure 21 Teachers years of experience

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