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Chatzopoulos A, Kalogiannakis M, Papadakis S, Papoutsidakis M. A Novel, Modular Robot for Educational Robotics Developed Using Action Research Evaluated on Technology Acceptance Model. Education Sciences 2022; 12:274. [DOI: 10.3390/educsci12040274] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
This research evaluates a novel, modular, open-source, and low-cost educational robotic platform in Educational Robotics and STEM Education. It is the sequel of an action research cycle on which the development of this robot is based. The impetus for the need to develop this came from the evaluation of qualitative and quantitative research data collected during an educational robotics event with significant participation of students in Athens, which showed an intense interest in students in participating in educational robotics activities, but—at the same time—recorded their low involvement due to the high cost of educational robots and robotic platforms. Based on the research’s findings, this robot was designed to suit the whole educational community; its specifications came from its members’ needs and the processing and analysis of qualitative and quantitative data. This paper presents an evaluation of the robot using the Technology Acceptance Model. The robot was exposed to 116 undergraduate students attending a pedagogical university department to evaluate its handling according to the model’s factors. Research results were promising and showed a high degree of acceptance of the robot by these students and future teachers, providing the impetus for further research.
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Kanaki K, Kalogiannakis M, Poulakis E, Politis P. Employing Mobile Technologies to Investigate the Association Between Abstraction Skills and Performance in Environmental Studies in Early Primary School. Int J Interact Mob Technol 2022; 16:241-9. [DOI: 10.3991/ijim.v16i06.28391] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
In the modern digital era, the impressive development of mobile technologies has entailed the reformation of orientations, dispositions and stances in education, changing the dominant approaches to learning. In this article, we introduce the novel idea of the synergistic development of computational thinking skills and environmental awareness in the early primary school years, by employing mobile technologies.
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Drolia M, Papadakis S, Sifaki E, Kalogiannakis M. Mobile Learning Applications for Refugees: A Systematic Literature Review. Education Sciences 2022; 12:96. [DOI: 10.3390/educsci12020096] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.
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Zourmpakis AI, Papadakis S, Kalogiannakis M. Education of preschool and elementary teachers on the use of adaptive gamification in science education. IJTEL 2022. [DOI: 10.1504/ijtel.2022.120556] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Kaliampos G, Pantidos P, Kalogiannakis M, Ravanis K. A Study of the Understanding of Key Concepts of Electromagnetism of 11th Grade Greek High School Students. JPII 2021. [DOI: 10.15294/jpii.v10i4.31863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
This study is set in the context of teaching and learning about electromagnetism in Greek high schools. Drawing from constructivism theory, the study aspires to explore students’ understandings of key concepts on both electric and magnetic field as well as electromagnetic induction. For this purpose, an experimental investigation was conducted with 80 11nth grade high school students. Empirical data was collected through a questionnaire which was developed on the basis of test subjects used on past exams in Greek high schools in electromagnetism area. Research findings suggest that students face difficulties in dealing with qualitative tasks in electric and magnetic field. In addition, they seem to confront severe difficulties in conceptualizing the notion of induction of emf.
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Vaiopoulou J, Papadakis S, Sifaki E, Stamovlasis D, Kalogiannakis M. Parents' Perceptions of Educational Apps Use for Kindergarten Children: Development and Validation of a New Instrument (PEAU-p) and Exploration of Parents' Profiles. Behav Sci (Basel) 2021; 11:bs11060082. [PMID: 34071894 PMCID: PMC8227413 DOI: 10.3390/bs11060082] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 05/13/2021] [Accepted: 05/17/2021] [Indexed: 02/05/2023] Open
Abstract
Contemporary mobile technologies offer tablets and smartphones that elicit young children’s active participation in various educational apps, dramatically transforming playing, learning, and communication. Even the most knowledgeable users face difficulties in deciding about the value and appropriateness of the so-called educational apps because of many factors that should be considered. Their importance for children’s attitudes is affected by the perceived positive and negative aspects, which vary across a multiplicity of criteria. Filling the gap in the relevant literature, a new instrument, named PEAU-p (Perceptions about Educational Apps Use–parents), was developed and validated in the present study designed to measure parents’ perception of educational apps for kindergarten pupils. Data (N = 435) were collected via online procedures, and the psychometric properties of PEAU-p were studied via exploratory and confirmatory methods. Principal Components Analysis extracted six factors, namely Usability, Enjoyment, Involvement, Learning, Worries, and Values, which explained 72.42% of the total variance. Subsequently, by implementing Latent Class Analysis based on the above factors, four Clusters (i.e., parents’ Profiles) were extracted corresponding to their perceptions and attitudes towards the educational apps used for kindergarten pupils. Those were named as ‘mild attitude’, ‘negative attitude’, ‘positive attitude’, and ‘indifferent attitude’. This categorization, besides the statistical support, is fully interpretable, and the profiles were associated with certain covariates, such as age, the number of children, knowledge on new technologies, or distal outcomes, e.g., the frequency of using apps, the general position towards apps or their intention to recommend apps use. The findings are discussed within the current research field, investigating the influential role parents play in young children’s media selection and use.
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Affiliation(s)
- Julie Vaiopoulou
- Department of Education, University of Nicosia, 2417 Nicosia, Cyprus;
| | - Stamatios Papadakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
- Correspondence:
| | - Eirini Sifaki
- Department of Cultural Organisations Management, Hellenic Open University, 26222 Patras, Greece;
| | - Dimitrios Stamovlasis
- Department of Philosophy and Education, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece;
| | - Michail Kalogiannakis
- Department of Preschool Education, Faculty of Education, University of Crete, 74100 Crete, Greece;
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Ampartzaki M, Kalogiannakis M, Papadakis S. Deepening Our Knowledge about Sustainability Education in the Early Years: Lessons from a Water Project. Education Sciences 2021; 11:251. [DOI: 10.3390/educsci11060251] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The transformative agenda of sustainability education constitutes the focus of early-years education. In quality sustainability educational projects, children are supported to draw links between nature and society and relate to the studied phenomena. Is this methodological approach realized in educational programs for the early years? The present work presents some of the significant findings of a case study on implementing a water project in early-year settings around Europe. It explores the characteristics and the methodological approaches the project implementation developed. Three types of implementation are derived from the qualitative analysis of data and reveal that there are still cases in which sustainability projects are focused on a descriptive approach rather than critical inquiry and analysis. In this sense, the need for educational designs that help children deepen their understanding of sustainability issues and become empowered citizens who will work for a sustainable future is highlighted.
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Papadakis S, Vaiopoulou J, Sifaki E, Stamovlasis D, Kalogiannakis M. Attitudes towards the Use of Educational Robotics: Exploring Pre-Service and In-Service Early Childhood Teacher Profiles. Education Sciences 2021; 11:204. [DOI: 10.3390/educsci11050204] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The introduction of STEM education, and specifically the implementation of educational robotics (ER), has drawn researchers’ attention and has shown that teachers play a crucial role in leading this innovation. The present study concerns in-service and pre-service early childhood teachers, focusing on their perceptions and attitudes about ER use in daily teaching practice. The data were collected via a questionnaire (N = 201) and explored using latent class analysis, which detected distinct clusters/profiles of participants based on their pattern of responses. Two clusters were identified: Cluster1 was relatively homogeneous, including those who share a positive attitude towards ER, while Cluster2 was heterogeneous, comprising participants with inconsistent responses and expressing negative and skeptical thinking. The cluster memberships were associated with external covariates, such as age, years of teaching experience, and variables measuring their technological competencies. The results showed that teaching experience and age were negatively associated with cluster1-membership, while educational robotics knowledge was positively associated. The findings are interpretable, and the implications for education are discussed considering the current literature.
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Ntourou V, Kalogiannakis M, Psycharis S. A Study of the Impact of Arduino and Visual Programming In Self-Efficacy, Motivation, Computational Thinking and 5th Grade Students’ Perceptions on Electricity. EURASIA J Math Sci Tech Ed 2021. [DOI: 10.29333/ejmste/10842] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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Kalogiannakis M, Papadakis S, Zourmpakis A. Gamification in Science Education. A Systematic Review of the Literature. Education Sciences 2021; 11:22. [DOI: 10.3390/educsci11010022] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
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Dorouka P, Papadakis S, Kalogiannakis M. Nanotechnology and mobile learning: perspectives and opportunities in young children's education. IJTEL 2021. [DOI: 10.1504/ijtel.2021.115975] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Vaiopoulou J, Kalogiannakis M, Stamovlasis D. Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability 2020; 12:4201. [DOI: 10.3390/su12104201] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data (N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided.
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Dorouka P, Papadakis S, Kalogiannakis M. Tablets and apps for promoting robotics, mathematics, STEM education and literacy in early childhood education. IJMLO 2020. [DOI: 10.1504/ijmlo.2020.106179] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Zaranis N, Kalogiannakis M. Parental involvement and attitudes towards young Greek children’s mobile usage. International Journal of Child-Computer Interaction 2019; 22:100144. [DOI: 10.1016/j.ijcci.2019.100144] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Kalogiannakis M, Papadakis S. Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences. IJMLO 2019. [DOI: 10.1504/ijmlo.2019.096479] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Laskaris D, Heretakis E, Kalogiannakis M, Ampartzaki M. Critical reflections on introducing e-learning within a blended education context. IJTEL 2019. [DOI: 10.1504/ijtel.2019.102550] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M. Evaluating a course for teaching introductory programming with Scratch to pre-service kindergarten teachers. IJTEL 2019. [DOI: 10.1504/ijtel.2019.100478] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Kanaki K, Kalogiannakis M. Introducing fundamental object-oriented programming concepts in preschool education within the context of physical science courses. Educ Inf Technol 2018. [DOI: 10.1007/s10639-018-9736-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M, Zaranis N. The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Educ Inf Technol 2018; 23:1849-71. [DOI: 10.1007/s10639-018-9693-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M, Zaranis N. Educational apps from the Android Google Play for Greek preschoolers: A systematic review. Computers & Education 2018. [DOI: 10.1016/j.compedu.2017.09.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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Kalogiannakis M, Nirgianaki GM, Papadakis S. Teaching Magnetism to Preschool Children: The Effectiveness of Picture Story Reading. Early Childhood Educ J 2017. [DOI: 10.1007/s10643-017-0884-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M, Orfanakis V, Zaranis N. The Appropriateness of Scratch and App Inventor as Educational Environments for Teaching Introductory Programming in Primary and Secondary Education. International Journal of Web-Based Learning and Teaching Technologies 2017. [DOI: 10.4018/ijwltt.2017100106] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
Teaching programming is a complex task. The task is even more challenging for introductory modules. There is an ongoing debate in the teaching community over the best approach to teaching introductory programming. Visual block-based programming environments allow school students to create their own programs in ways that are more accessible than in textual programming environments. These environments designed for education allow students to program without the obstacle of syntax errors (errors in typing commands) found in traditional text-based languages. In this paper, the authors focus on the use of App Inventor and Scratch as blocks-based programming environments designed explicitly with novices in mind. In the authors' analysis, both Novice Programming Environments (NPEs) seemed to be attractive platforms for introducing fundamental concepts in computer programming and both look appealing for both majors and non-majors.
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Affiliation(s)
| | - Michail Kalogiannakis
- Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece
| | | | - Nicholas Zaranis
- Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece
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Matzakos NM, Kalogiannakis M. An analysis of first year engineering students’ satisfaction with a support distance learning program in mathematics. Educ Inf Technol 2017. [DOI: 10.1007/s10639-017-9641-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M, Zaranis N. Designing and creating an educational app rubric for preschool teachers. Educ Inf Technol 2017; 22:3147-65. [DOI: 10.1007/s10639-017-9579-0] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Laskaris D, Kalogiannakis M, Heretakis E. 'Interactive evaluation' of an e-learning course within the context of blended education. IJTEL 2017. [DOI: 10.1504/ijtel.2017.087793] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Poulakakis Y, Vassilakis K, Kalogiannakis M, Panagiotakis S. Ontological modeling of educational resources: a proposed implementation for Greek schools. Educ Inf Technol 2017; 22:1737-55. [DOI: 10.1007/s10639-016-9511-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Papadakis S, Kalogiannakis M, Zaranis N. Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Educ J 2016. [DOI: 10.1007/s10643-015-0768-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
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Papadakis S, Kalogiannakis M, Zaranis N. Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. ACTA ACUST UNITED AC 2016. [DOI: 10.1504/ijmlo.2016.077867] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Ampartzaki M, Kalogiannakis M. Astronomy in Early Childhood Education: A Concept-Based Approach. Early Childhood Educ J 2016; 44:169-79. [DOI: 10.1007/s10643-015-0706-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Psycharis S, Chalatzoglidis G, Kalogiannakis M. Moodle as a Learning Environment in Promoting Conceptual Understanding for Secondary School Students. EURASIA J MATH SCI T 2013; 9. [DOI: 10.12973/eurasia.2013.912a] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Kalogiannakis M. Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience. Educ Inf Technol 2008. [DOI: 10.1007/s10639-008-9079-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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