65-100

• Παπαδάκης, Σταμάτης
• Καλογιαννάκης, Μιχάλης

Σε ελάχιστα χρόνια από την εισαγωγή της πρώτης συσκευής τύπου ταμπλέτας (2010 – Apple iPad), η χρήση του λογισμικού για έξυπνες φορητές συσκευές, (mobile applications – apps), έχει αυξηθεί ραγδαία σε δημοτικότητα και έχει γίνει ένα πολυσυζητημένο αντικείμενο στους τομείς της εκπαίδευσης και της παιδικής ανάπτυξης. Ωστόσο ένα θέμα που ανακύπτει είναι αν η αύξηση της δημοτικότητας συμβαδίζει και με αντίστοιχη αύξηση στην ποιότητα των εφαρμογών που απευθύνονται στα μικρά παιδιά καθώς υπάρχουν αντικρουόμενα στοιχεία σχετικά με την αξία και την καταλληλότητα των αυτοαποκαλούμενων «εκπαιδευτικών» εφαρμογών. Ο σκοπός της παρούσης έρευνας είναι να εξετάσει το βαθμό στον οποίο οι «αυτοαποκαλούμενες» φορητές εκπαιδευτικές εφαρμογές με ελληνικό περιεχόμενο, οι οποίες προορίζονται για χρήση από τα παιδιά προσχολικής ηλικίας έχουν σχεδιαστεί σύμφωνα με αναπτυξιακά κατάλληλες πρακτικές και πρότυπα προκειμένου να συμβάλουν στην γνωστική ανάπτυξη των παιδιών στο τυπικό και άτυπο περιβάλλον μάθησης. Τα αποτελέσματα της έρευνας δεν είναι ενθαρρυντικά καθώς στην πλειονότητα τους οι διαθέσιμες εφαρμογές είναι τύπου «πρακτικής και εξάσκησης», βασιζόμενες σε χαμηλά επίπεδα σκέψης και δεξιοτήτων, με αποτέλεσμα να προωθούν την μηχανική μάθηση ορισμένων εννοιών, αδυνατώντας να συμβάλλουν σε μια βαθύτερη εννοιολογική κατανόηση τους.

• Educational sciences

• Εκπαίδευση

έξυπνες κινητές συσκευές, εκπαιδευτικές εφαρμογές, παιδιά προσχολικής ηλικίας, smart mobile devices, mobile educational applications (apps), preschool children

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