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1 Introduction
New Technologies have changed our daily life as individuals and citizens: they sup-
port new ways for communication and expression and finally contribute to the re-
shape of both, our identity and the political landscape. In this new digital era citizens
are able to participate in public affairs in a more active way contributing thus to an
essential social progress. However the deep multimodal multiliteracy of the citizen is
a sine qua non condition for his/her participation. The integration of ICT in education
and their teaching effectiveness constitute a main component for this multiliteracy.
Our question (in accordance with several researchers) is: Are ICT adequate from the
educational point of view? Do they support this multiliteracy? Information and Com-
munication Technology (ICT) constitute the main aim of most educational systems
worldwide, at least in the countries which can afford the cost necessary for the usage
of digital technologies. Even though ICT has been adopted as an essential tool and
educational object, there exists a lot of criticism concerning among others its effec-
tiveness, cost, or its abuse in the everyday teaching practice in the classroom. Neil
Postman (1985) [13] very early criticized this pedagogical point of view that pre-
sented education simply as an entertaining activity, an aspect that was strengthened in
the era of multimedia (especially of multimedia educational applications). In the 90’s,
when the enthusiasm about the new possibilities of New Technologies and Internet
was at its peak, Clifford Stoll (2008) [15] stated that the situation in education (as
well as in governmental services) would not change because of ICT. A similar point
of view is included in Larry Cuban’s (2002) [3] and Tedd Oppenheimer’s (2003) [10]
work who additionally stated the question: “What will be then?” Many of these cri-
tiques focused on the general characteristics of the new media and their consequences
in the way people learn and attribute meaning to the new knowledge. They adopt a
critical attitude against ICT considering them as an important cultural component that
M.D. Lytras et al. (Eds.): WSKS 2009, CCIS 49, pp. 137–145, 2009.
© Springer-Verlag Berlin Heidelberg 2009
138 I. Papadopoulos and V. Dagdilelis
influences the educational system [1]. However in a series of less known relevant
research projects, a question of the effectiveness of ICT in teaching practice is also
raised. They specify the problems caused by the usage of ICT in the micro-world of
the classroom and at the same time in the macro-world of the educational system. And
what is important in these studies, is the perspective that ICT constitutes mainly a
kind of didactical and learning tool rather than that ICT is not so effective. Thus, its
usefulness is essential only under certain circumstances – otherwise not only it does
not support teaching and learning but on the contrary, sometimes it can play a nega-
tive role. Examining these studies would help to clarify these circumstances. We
present some of the results concerning the usage of ICT in the classroom and the
teachers’ training. We focus on aspects that demand a critical confrontation. Some
findings are in accordance with ones of previous research and studies, while others
could be regarded as original. We consider these findings neither idiosyncratic nor
occasional. On the contrary, they can be met in various didactic and cultural environ-
ments and consequently they represent somehow a more general value. In the next
section we present briefly some of the critiques that have been expressed from time to
time about the usage of ICT for educational purposes. After that we present in catego-
ries the main (didactical) difficulties that arise when ICT is applied in education. In
the last section we summarize the most important of our findings and we extract some
general conclusions.
These choices are profoundly related to the above mentioned parameters that consti-
tute the teaching system. They sometimes cause a series of difficulties that have a
rather negative impact on the teaching process. We categorized these difficulties into
four categories. In the first one some reservations are presented concerning how tech-
nology is used in the classroom environment. In the second we refer to the time man-
agement inside the classroom or to the training time. Next we focus on the necessity
of the close relation between curriculum and integration of technology in the teaching
practice as well as on the official support that has to be offered to teachers so as to
incorporate technology in their classroom. What follows is issues related to the inter-
face, menu commands and compatibility. Finally we present some evidence indicating
the direct link that exists between technology and level of knowledge. It is worth
mentioning that what we present here are examples of an ongoing phenomenon and
not its complete description.
actions either with the mouse or the keyboard. We had some cases where students
were forced to make illogical actions. They were simply playing with the software but
no strategy was hidden behind their actions. Assuming that some concepts demand
mental effort we conclude that the students in the above mentioned cases wasted
valuable time which could be better dedicated to mental effort in a non-technological
environment.
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