Εκπαίδευση - Σπουδές

  1. Υποψήφιος Διδάκτορας στα Παιχνίδια Σοβαρού Σκοπού στην Πρωτοβάθμια Εκπαίδευση (Οκτώβριος 2015-        ).
  2. Επιμορφωτής Β΄επιπέδου ΤΠΕ στην Ειδική Αγωγή 2019
  3. Δίπλωμα μετεκπαίδευσης στην Ειδική Αγωγή, Διδασκαλείο Ιωαννίνων, 2007
  4. Πτυχίο στις Επιστήμες της Αγωγής, Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης ΕΚΠΑ, 1995
  5. Πτυχίο στις Επιστήμες της Αγωγής, Μαράσλειος Παιδαγωγική Ακαδημία, 1984

Ερευνητικά Ενδιαφέροντα

  1.  Research and development of software designed for children with special needs
  2.  Games-based learning
  3.  Serious games in education
  4.  Differentiated learning
  5.  Technology Enhanced Teaching
  6.  Special Education

Διδασκαλία

  1. 2016-σήμερα Τριτοβάθμια Εκπαίδευση Διδάσκων στο Διατμηματικό Πρόγραμμα Μεταπτυχιακών Σπουδών του Τμήματος Ελληνικής Φιλολογίας του Δημοκριτείου Πανεπιστημίου Θράκης και του Ινστιτούτου Πληροφορικής και Τηλεπικοινωνιών (Ι.Π.&Τ.) του Ε.Κ.Ε.Φ.Ε. "Δημόκριτος" , με τίτλο: Εξειδίκευση στις ΤΠΕ και Ειδική Αγωγή-Ψυχοπαιδαγωγική της Ένταξης, στο μάθημα του Α΄ εξαμήνου "ΤΠΕ και Ειδική Αγωγή", με περιεχόμενο:
Α.Εργαλεία: White Boards, LAMDA test, Hot Potatoes, ΔΕΠΥ tool και
Β.Εργαλεία Social Media: Facebook, BlogSpot, WordPress, Kahoot.


  2. 2013-σήμερα Ετήσια σεμινάρια Διδάσκων στο πρόγραμμα σεμιναρίων του εργαστηρίου Net Media lab του Ε.Κ.Ε.Φ.Ε. "Δημόκριτος" με τίτλο " Ειδική Αγωγή και Τεχνολογίες Πληροφορικής και Επικοινωνιών (Τ.Π.Ε.): "Εργαλεία Αξιολόγησης και προγράμματα παρέμβασης", στο μάθημα: Τ.Π.Ε. και Μαθησιακές Δυσκολίες: Ηλεκτρονικά Εργαλεία Παρέμβασης για μαθητές με Μαθησιακές Δυσκολίες, τα εργαλεία "ΛΑΜΔΑ τεστ Α΄και Β΄μέρος" και "Hotpotatoes".

  3. 1987 – σήμερα Δημόσια Πρωτοβάθμια Εκπαίδευση Δημοτικά σχολεία Γενικής και Ειδικής Αγωγής και Εκπαίδευσης (Ν. Μάκρη -Αγ. Μαρίνα - Πικέρμι - Αγ. Παρασκευή 1ο , 2ο, 6ο )


  4. 1985-1986 Ιδιωτική Πρωτοβάθμια Εκπαίδευση : Μοντεσσοριανά Σχολεία Τατοΐου
 

Δημοσιεύσεις σε Διεθνή Περιοδικά (Journals)


Copyright Notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted or mass reproduced without the explicit permission of the copyright holder.


G. Papanastasiou, A. Drigas, C. Skianis, M. Lytras, E.Papanastasiou, Patient-centric ICTs based healthcare for students with learning, physical and/or sensory disabilities, Telematics and Informatics , Vol. 35, No. 4, pp. 654-664, 2018, Elsevier, https://www.sciencedirect.com/scien...
 

Abstract
The purpose of this review article is to explore a new paradigm on healthcare assessment and intervention practices for students with learning, physical and/or sensory disabilities. The perspective presented here is regarded as patient centric and relies on ICTs, in order to address evidence–based treatment and care, meeting every individual’s health profile, with regard to his or her needs, preferences, goals and culture. Patient-centric ICTs based approach has an impact on healthcare systems, introducing a multi-disciplinary care planning that overcomes individual, professional and organizational barriers, reduces anxiety and establishes better understanding with the student at the center. Generally, results show the impact of the interoperability of healthcare information between patients’ healthcare record and information systems which facilitate healthcare systems to be lifesaving if available at the time of medical examination. When medical treatment is combined with ICTs based methods and applications such as Serious Games, Mobile Assistive Technologies applications, Telehealth Systems and Virtual Training, patients with learning, physical and/or sensory disabilities can benefit from a cost-effective and flexible network model while having their customized needs fully examined and resolved. The articles presented within this review demonstrate that ICTs based patient-centeredness for students with learning, physical and/or sensory disabilities is associated with better (functional) outcomes leading to quality of life and inclusion, improved quality of care, fewer problem behaviors, higher levels of health-related autonomy and greater patient satisfaction.

G. Papanastasiou, A. Drigas, C. Skianis, M. Lytras, E.Papanastasiou, Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills, Virtual Reality, pp. 1-12, 2018, Springer, https://link.springer.com/article/1...
 

Abstract
The purpose of this review article is to present state-of-the-art approaches and examples of virtual reality/augmented reality (VR/AR) systems, applications and experiences which improve student learning and the generalization of skills to the real world. Thus, we provide a brief, representative and non-exhaustive review of the current research studies, in order to examine the effects, as well as the impact of VR/AR technologies on K-12, higher and tertiary education students’ twenty-first century skills and their overall learning. According to the literature, there are promising results indicating that VR/AR environments improve learning outcomes and present numerous advantages of investing time and financial resources in K-12, higher and tertiary educational settings. Technological tools such as VR/AR improve digital-age literacy, creative thinking, communication, collaboration and problem solving ability, which constitute the so-called twenty-first century skills, necessary to transform information rather than just receive it. VR/AR enhances traditional curricula in order to enable diverse learning needs of students. Research and development relative to VR/AR technology is focused on a whole ecosystem around smart phones, including applications and educational content, games and social networks, creating immersive three-dimensional spatial experiences addressing new ways of human–computer interaction. Raising the level of engagement, promoting self-learning, enabling multi-sensory learning, enhancing spatial ability, confidence and enjoyment, promoting student-centered technology, combination of virtual and real objects in a real setting and decreasing cognitive load are some of the pedagogical advantages discussed. Additionally, implications of a growing VR/AR industry investment in educational sector are provided. It can be concluded that despite the fact that there are various barriers and challenges in front of the adoption of virtual reality on educational practices, VR/AR applications provide an effective tool to enhance learning and memory, as they provide immersed multimodal environments enriched by multiple sensory features.

G. Papanastasiou, A. Drigas, C. Skianis, Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus, International Journal of Emerging Technologies in Learning (iJET), Vol. 12, No. 1, pp. 48-56, 2017, http://online-journals.org/index.ph...
 

Abstract
Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

G. Papanastasiou, A. Drigas, C. Skianis, M. Lytras, Serious games in K-12 education: Benefits and impacts on students with attention, memory and developmental disabilities, Program, Vol. 51, No. 4, pp. 424-440 , 2017, Emerald Publishing Limited, https://www.emeraldinsight.com/doi/...
 

Abstract
Purpose The purpose of this paper is to explore the integration of serious games (SGs) in the area of special educational needs in the last ten years (2007-2017). Design/methodology/approach SGs indicate positive effects on students with special educational needs and promote a multi-sensory style of learning. Findings Research showed that SGs are able to keep K-12 education students with attention, memory and developmental disabilities engaged in classroom facilities scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Research limitations/implications Time constraints, cost and availability of appropriate games as well as the small sample of the individuals being investigated are some of the research limitations the paper refers to. Practical implications Learning through SGs has educational values that are based on learning concepts intrinsically motivating. Social implications Students with attention, memory and developmental disabilities demonstrate characteristics of engagement, creativity, control and communication. Originality/value SGs-based learning has proven its value added to students with attention, memory and executive control difficulties as well as mental or developmental disabilities engaging students better than when using traditional methods.

A. Drigas, G. Papanastasiou, Interactive White Boards’ Added Value in Special Education, International Journal of on line Engineering (iJOE), Vol. 10, No. 6, pp. 58-62, 2014, http://online-journals.org/index.ph...
 

Abstract
Interactive whiteboards indicate positive effects on students with special educational needs and promote a multi sensory style of learning. In this review paper we cope with the studies that explore the integration of IWBs in special education, in the last fourteen years (2000-2013). Research showed that interactive whiteboards are able to keep Special Education Needs students engaged in classroom facilities scaffolding their learning through technical and pedagogical interactivity. This technology has proven its value added to students with severe, complex, moderate learning disabilities, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder and on deaf, blind or physically impaired.

A. Drigas, G. Papanastasiou, Interactive White Boards in Preschool and Primary Education, International Journal of on line Engineering (iJOE), Vol. 10, No. 4, pp. 46-51, 2014, http://online-journals.org/index.ph...
 

Abstract
Technologies within the domain of interactive, remote and on line science which are extensively adopted in education’s everyday life are interactive whiteboards and related applications. Interactive whiteboards indicate positive effects on students’ learning and instructors' teaching, promoting whole class teaching. In this review-paper we cope with the studies that explore the integration of IWBs in preschool and primary education in the last decade (2004-2013). Research has shown that interactive whiteboards are able to keep students involved and foster their attention in every aspect of the curriculum, much easier than without it. This technology has proven its value added to students and teachers in different facets of teaching and learning, in literacy, in mathematics, in science, in physics, its impact on English Language Learners, on relations and learning, on the use of IWBs by kindergartners, professional development of teachers, pedagogical orchestration, classroom dialogue and pedagogic practice.

Επιστημονικά Συνέδρια (Conferences)


Copyright Notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted or mass reproduced without the explicit permission of the copyright holder.


M. Fragkaki, G. Papanastasiou, Γνωρίζω το πρόσωπο και το σώμα μου μέσα από τη λάμψη των ακτίνων, 2ο Πανελλήνιο Συνέδριο «Ένταξη των ΤΠΕ στην Εκπαιδευτική Διαδικασία», pp. 1277-1282, Apr, 2011, Πάτρα, http://www.cetl.elemedu.upatras.gr/...
 

Abstract
Τo σενάριο πoυ παρουσιάζεται αφoρά στo γνωστικό αντικείμενο της γλώσσας με την καλλιέργεια επικοινωνιακών και κοινωνικών δεξιοτήτων, δεξιοτήτων ακρόασης, ομιλίας, προγραφής, προανάγνωσης, μαθησιακής ικανότητας και ψυχοκινητικότητας. Απευθύνεται σε όλες τις τάξεις, σε οποιαδήποτε δομή Σ.Μ.Ε.Α. του Δημοτικού Σχολείου και των Ε.Ε.Ε.Ε.Κ. Το εκπαιδευτικό σενάριο αναφέρεται στην κατηγορία των παιδιών με Ελαφριά Νοητική Καθυστέρηση (Δείκτης νοημοσύνης από 50-55 έως 70), με Μέτρια Νοητική Καθυστέρηση (Δείκτης Νοημοσύνης από 35-40 έως 50-55), αλλά μπορεί να βοηθήσει και τη γνωστική ανάπτυξη παιδιών με Σοβαρή Νοητική Καθυστέρηση (Δείκτης Νοημοσύνης από 20-25 έως 35-40) και Βαριά Νοητική Καθυστέρηση (Δείκτης Νοημοσύνης κάτω από 20 ή 25). Γενικός σκοπός του εκπαιδευτικού σεναρίου είναι η ένταξη των παιδιών με νοητική στέρηση στο κοινωνικό σύνολο ως ισάξιων ενεργών και στοχαζόμενων πολιτών και η ενίσχυση της αυτοεκτίμησης και του αυτοσυναισθήματός τους. Λέξεις κλειδιά: διαδραστικός πίνακας, ειδική αγωγή.

K. Bliziotis, G. Papanastasiou, Εφαρμογή Λεξιλογικών Δραστηριοτήτων με σκοπό την εκμάθηση των μερών του λόγου σε παιδιά με μαθησιακές δυσκολίες και επέκταση της στην βελτίωση της ορθογραφίας. Μελέτη περίπτωσης, 2ο Πανελλήνιο Συνέδριο Ειδικής Αγωγής: Η ειδική αγωγή αφετηρία εξελίξεων στην επιστήμη και στην πράξη, Apr, 2010, Αθήνα, http://www.biblionet.gr/book/172231...
 

Abstract
Η εργασία που παραθέτουμε βασίζεται σε μια δίχρονη τουλάχιστον παρέμβαση σε μαθήτρια με διάγνωση μαθησιακών δυσκολιών. Η μέθοδός μας βασίζεται σε παρέμβαση στα πλαίσια των εργασιών του Τμήματος Ένταξης(Τ.Ε.) τρεις φορές εβδομαδιαίως, με τη διαδικασία της εξατομικευμένης και δομημένης διδασκαλίας. Η πρότερη κατάσταση ήταν απελπιστική στον τομέα της ορθογραφίας, καταληκτικής και θεματικής, ενώ σήμερα η συχνότητα στα καταληκτικά λάθη έχει μειωθεί σε μεγάλο βαθμό και στα θεματικά παρουσιάζει ανάλογη όχι όμως του ίδιου βαθμού βελτίωση.

G. Papanastasiou, Λογισμικό για παιδιά με ελαφριά-μέτρια νοητική υστέρηση (εφαρμογή λογισμικού hot potatoes με χρήση εικόνων makaton), 1ο Εκπαιδευτικό Συνέδριο «Ένταξη και χρήση των ΤΠΕ στην εκπαιδευτική διαδικασία», Apr, 2009, Βόλος, ΕΤΠΕ, http://www.etpe.gr/custom/pdf/etpe1...
 

Abstract
Η ιδέα της εργασίας μου προήλθε από τις παρακολουθήσεις διδασκαλιών στα ειδικά σχολεία, κατά τη διάρκεια της φοίτησής μου στο Διδασκαλείο Ιωαννίνων. Παρατήρησα ότι : Τα παιδιά με ελαφριά – μέτρια νοητική υστέρηση μπορούσαν υπό προϋποθέσεις να χρησιμοποιήσουν ηλεκτρονικό υπολογιστή και συγκεκριμένα λογισμικά με την καθοδήγηση του δασκάλου τους. Ένας άλλος παράγοντας της παρατήρησής μου, αφορούσε τον τρόπο που ο ειδικός δάσκαλος «επικοινωνούσε» με τα παιδιά κατά τη διάρκεια του μαθήματος λεκτικά και εξωλεκτικά δείχνοντάς τους εικόνες Makaton. Τα δύο αυτά στοιχεία με οδήγησαν στη δημιουργία λογισμικού Hot Potatoes με χρήση εικόνων Makaton για παιδιά με ελαφριά και μέτρια νοητική υστέρηση. Λέξεις κλειδιά: Hot Potatoes, Makaton,νοητική υστέρηση

Βιβλία


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Κεφάλαια σε Βιβλία


Copyright Notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted or mass reproduced without the explicit permission of the copyright holder.


Επιμέλεια Πρακτικών Διεθνών Συνεδρίων


Copyright Notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted or mass reproduced without the explicit permission of the copyright holder.