Abstract
For the past seven years, I have been responsible for organizing and teaching training seminars at the Lifelong Learning Center of the University of Macedonia in Thessaloniki. During this time, approximately 16,500 people have attended these seminars, which range in duration from 120 to 600 hours and cover various subjects. The participants were all teachers from primary or secondary education. I observed that many participants faced unexpected difficulties in completing the programs. For instance, I found that a significant percentage of teachers encountered challenges—sometimes insurmountable ones—when using digital media and platforms. This observation is surprising, considering that educators today are often exposed to and trained in the pedagogical use of digital tools. Many of the teachers I have worked with had already participated in seminars or workshops aimed at improving their ability to integrate technology into teaching. These sessions typically cover a variety of digital applications and strategies designed to help teachers engage students and enhance learning outcomes. However, despite these efforts, a substantial number of educators still struggle to use these tools effectively in practice. This is not meant as a criticism of teachers but rather as an effort to emphasize the importance of continuous digital literacy training for educators in the broadest sense of the term.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Empirical Research, Adult Education, Distance Learning, Technologies in Learning
