Publication Type
Conference Paper
Abstract
The co-operation of the Information and Communications Technologies (ICT)
and the Educational Society, is deemed necessary for the adaptation and tuning of the
didactic process in terms of pedagogical methodologies, school infrastructure, human
resources utilisation and organisational restructuring. The use of ICT in the classroom
should be viewed as a highly influencing tool that will support the educators’ effort for
interaction with their students, rather than as a technical exercise. The initial phases of the
TRENDS project, which are described in this paper, resulted in a widely accepted common
methodology, that complies with the international standards for determining the User
Requirements in the Secondary Education. The major results emerged from this survey are
presented here, as well as some common axes that deal with the application of ICT in the
didactic process.
and the Educational Society, is deemed necessary for the adaptation and tuning of the
didactic process in terms of pedagogical methodologies, school infrastructure, human
resources utilisation and organisational restructuring. The use of ICT in the classroom
should be viewed as a highly influencing tool that will support the educators’ effort for
interaction with their students, rather than as a technical exercise. The initial phases of the
TRENDS project, which are described in this paper, resulted in a widely accepted common
methodology, that complies with the international standards for determining the User
Requirements in the Secondary Education. The major results emerged from this survey are
presented here, as well as some common axes that deal with the application of ICT in the
didactic process.
Publication Links
Year of Publication
1997
