The document discusses the use of technology in Greek education. It finds that while Greek schools now all have internet access and students are developing digital literacy, many teachers still lack confidence and competence with technology. Some teachers feel overwhelmed by other educational initiatives and view learning technology as a low priority. As a result, technology is getting between students and teachers as students' technology skills often surpass teachers'. The document recommends an extensive teacher education program to help teachers embrace new roles using technology, learn how to integrate it effectively in classes, and overcome beliefs holding them back from keeping pace with students in the digital age.

1. IS TECHNOLOGY THREATENING
TO GET BETWEEN THE
TEACHER AND THE STUDENT?
Research findings
Dr Angeliki Deligianni Georgakas

2. To succeed in a global economy Ss
need to possess
a firm grasp of 21st Century Skills
including:
Information & Communication
Technology
Critical Thinking
skills

3. The Greek Education System
needs to provide state-of-the-art tools
to help Ss develop these important skills
Aim: to create an educational system
adapted to the digital age
characterised
a) by greater use of new technologies,in
education
b) netwrorking of schools,,
c) universities and educational community,
d) well trained teachers and students,
e) development of digital educational content

4. Following the recommendations of Lisbon
Summit March 2000
Operational Program of
Information Society (IS)
Objectives:
• Greek schools should all have access to internet
• All pupils leaving compulsory should be
digitally literate
• All teachers should have been trained in using
Internet and multimedia resources

5. Nationwide surveys reveal
Indicators regarding the first two IS objectives have been
considerably increased.
However, despite the effort made by the Greek Ministry of
Education, the third objective has not been fully achieved.
There are still teachers who do not have sufficient confidence and
competence in the use of generic IT applications.
Students’ own competence in IT often outstrips that of their
teachers.
This is often disturbing for teachers used to viewing themselves as
imparters of knowledge.

6. Small scale research study reveals:
Teachers do not fully exploit IT
Inhibiting factors
• lack of infrastructure for classroom
digitalization
• IT room is never or at best very rarely
available
• Using IT is not always teacher’s priority

7. Teachers in the state school sector consider
embedding IT in their teaching as low priority.
Ts are mainly concerned, as they claim, with the completion of
the teaching material.
They are seemingly overwhelmed by Ministry initiatives such as
cross curricularity, pluriculturalism, prulilingualism and learning
strategies development as well as revised curricula.
It is in this sense that technology is getting between the student
and the teacher.
Our students are keen to embrace New Technologies
If we, as teachers do not respond by exploring with them what is
on offer and help them develop a critical literacy this will be
alienating us from our students.

8. What needs to be done
The analysis of my research findings has shown that there is need
for an extensive program of teacher education aiming to:
• redefine roles in the context of using IT – to move to the role of a
partner in learning, a guide and a supporter in scaffolding
students’ thinking, a challenger in developing their critical
literacies
• To provide guidance on how to best integrate IT in class
• To enable Ts to overcome deeply rooted beliefs and clarify
misunderstandings - eradicate old beliefs
Change in Ts’ beliefs will bring about change in their practices
and it is hoped that Ts will take action to be harmonious with the
new era of the “new-happy” school according to the state
initiative for the NEW SCHOOL.