OPEN AND DISTANCE EDUCATION IN PRIMARY EDUCATION: THE CASE OF
CYPRUS C. Stefanou 1, D. Vlachopoulos 2 1 Open University of Cyprus
(CYPRUS) 2 European University of Cyprus (CYPRUS)
Slide 2
Introduction Distance Education (DE) is a scientific field with
expanding applications in all levels of education. Its origins are
noted in the early 20 th century and in the provision of distance
education to school-aged children across vast geographical areas
[1]. Nowadays, is widely applied in primary education in developing
and developed countries, to overcome the difficulties or
shortcomings of the traditional educational system [1]. Primary
education in Cyprus has gradually incorporated elements of Open and
Distance Educations (ODE) philosophy and methodology into the
Curriculum, in a broader effort for the Cyprus educational system
to harmonize with the European Education process. The purpose of
this paper is to describe the stages of incorporation of ODE into
the primary education of Cyprus, the opportunities and the
constraints arising.
Slide 3
Methodology Qualitative research Literature review Focus on the
exploration and study of: (a)official documents of the European
Union (EU) and the Ministry of Education and Culture of Cyprus
(MOEC), (b)research data from comparative studies of organizations
operating under the auspices of the EU, (c)relevant articles
written by independent researchers. Better understanding of the
historical background, the theoretical framework and current trends
of the ODE at international, European and national level.
Slide 4
ODE in primary education internationally ODE was originally
applied autonomous, for the students in remote areas of Australia
and Canada, in order to complete their education at the elementary
school, while being at their place of residence [1]. Nowadays, the
adoption of complementary DE from conventional schools, to enhance
or enrich the existing curriculum [2], is a frequent phenomenon.
Autonomous and complementary DE is applied equally in: Developing
countries: as an alternative to formal education for 67 million
children being left illiterate [3]. Developed countries: for
children who cannot attend classes in conventional schools or for
the enrichment of traditional basic education [4]. In the European
continent, ODE in primary education is mainly complementary, while
the guidelines set by the European Union (EU) play an active role
in the educational policy of member-states [5], [6].
Slide 5
ODE in primary education in Cyprus until 1990: the concept of
DE was unknown for the educational system in Cyprus. 1990:
installation of computers in schools by the MOEC [7], [8], and
training courses for teachers in ICT, organized by the Pedagogical
Institute of Cyprus [9]. 2000: the first evidence for the
orientation of primary education towards DE, after the European
Council in Lisbon and the inauguration of E-learning: Designing
tomorrows education protocol. Evagoras: a formal training policy
designed for primary education for the years 2000-2005: + great
emphasis on equipping schools with hardware + teachers training,
sponsored by the EU + Informatics Platform for primary education +
Information Consulting group - optional use of ICT - failure for
on-time inclusion of ICT in the Curriculum - lack of provision for
maintenance or upgrade of the technological equipment [7], [9]
Slide 6
ODE in primary education in Cyprus 2006: after the
recommendation of the European Parliament and the European Council,
digital literacy emerged as one of the key components for promoting
LLL [10], [11]. i-2010 Strategic Framework A European Information
Society for growth and employment: ICT as the most powerful means
for educating the future citizens [12]. Cypriot educational system
follows European trends: Evagoras II Action Plan (2005)
Introduction of Informatics in Primary Education manual [7] Partial
reconstruction of Primary Education Curriculum (2006) and
incorporation of specific ICT goals and activities, as tools to be
used within the learning process of other school subjects [12]
Creation of Cyprus Strategic Development Plan 2007- 2013 [5]
Slide 7
ODE in primary education in Cyprus From 2007 onwards:
40.000.000 were spent to extend the integration of ICT in primary
education (improvement of infrastructure) the training of teachers
from the Pedagogical Institute was systematized the acquisition of
educational software suitable for primary education helped to
promote the use of computer multimedia [6] the first Learning
Management System, the educational platform DIA.S.(Diadiktiako
Scholio) was created, as a result of MOECs initiative [13], [14].
within the wider context of Educational Reform, which began in the
2011-2012 academic year, digital literacy is now considered to be a
key skill for the preparation of a sustainable society within the
21st century [15].
Slide 8
Examples of the primary DE application in Cyprus ICT in primary
education in Cyprus was used exclusively as a tool for teaching and
learning other school subjects. The last decade additional DE
applications, related to the participation of schools in electronic
partnerships, have appeared and applied: Comenius LLL program of EU
E-twinning action of EU Odysseas: a school networking program
between Cyprus and Greece (interactive teleconference in virtual
classrooms) [16] Ikade: communication of Greek children from all
over the world via CENTRA platform [17]
Slide 9
Opportunities of ODE in primary education Surveys confirm the
presence of a range of benefits regarding the integration of ICT in
primary education [18], [19], [20]: the student at the center of
the learning process strengthening of cognitive processing
promotion of autonomy and innovation fostering of critical
thinking, teamwork and creativity [21] maximizing the time of pupil
participation, due to the quick access to the knowledge and the
interactive possibilities offered by ICT ensuring equal
opportunities building a richer learning experience [22]
Slide 10
Constraints of ODE in primary education The actual effect of
ICT integration in primary education is not as expected [19]:
deviation between the use, by the students, of ICT at school and at
home [6], [11] disadvantaged, on digital literacy, groups of
children (disabled, sick or with learning difficulties) [5]
unprepared for new technologies teachers [20] limited technical and
advisory support of schools [14] absence of clearly stated
objectives and strategies, for integrating the tools of technology
in the learning process [21] minimal financial support, by the
public sector, for the renewal or replacement of technology
equipment or for the teachers training [23] The promotion of DE via
the institutionalization of e-learning [26], remains a long term
goal for most educational systems in Europe [11], [18], [23].
Slide 11
Conclusions The ODE: is a fast growing field with applications
in all levels of education covers a wide range from the simple
integration of ICT in face-to-face teaching to complete e-learning
teaching and learning models [24] offers its participants the
necessary knowledge and skills to survive and grow in the Knowledge
Society [6], [19]. In primary education in Europe, and especially
in Cyprus: voluntary incorporation of the ODE as a complementing
element to conventional teaching emphasis to the technological
equipment of primary schools rather that to its functional
integration in the curriculum. As Bates stated, the good teaching
outweighs the technological shortage, but the technology can not
save bad teaching [24].
Slide 12
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