Cultural Heritage Content Development and Dissemination through a Participatory Platform: Lessons Learned from In-Service Teachers' Perception

Autor/inn/en	Koutromanos, George; Koukopoulos, Dimitrios; Koukopoulos, Zois; Mouzakis, Charalampos
Titel	Cultural Heritage Content Development and Dissemination through a Participatory Platform: Lessons Learned from In-Service Teachers' Perception
Quelle	In: Education and Information Technologies, 28 (2023) 3, S.3513-3536 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koukopoulos, Dimitrios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11336-6
Schlagwörter	Teachers; Graduate Students; Cultural Background; Teacher Developed Materials; Teacher Collaboration; Course Content; Information Dissemination; Teacher Attitudes; Online Courses; Faculty Development; Teacher Educators; Expertise; Information Technology + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerkooperation; Kursprogramm; Informationsverbreitung; Lehrerverhalten; Online course; Online-Kurs; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Expert appraisal; Informationstechnologie
Abstract	The purpose of this study was to explore teachers' perceptions and patterns of their activities on a participatory platform for cultural heritage content creation and dissemination. Using a convenience sample of participants, eight in-service teachers enrolled in a postgraduate program were invited to the study. Qualitative research methods were used, including (a) interviews with in-service teachers, (b) focus group discussions with two randomly selected teachers, the instructor of the course and an ICT expert as a digital content evaluator, and (c) observation of teachers' activities patterns on the participatory Culture Gate platform. The results of this study highlight, as well as encourage discussion on how teachers can learn through online collaboration and also aims to identify factors connected with teachers' professional development within a pedagogic framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01