Abstract:

This paper aspires to present the way interactive primary school textbooks were used in student-teachers training in the Department of Primary Education of the University of Crete, within the course entitled “Curriculum and hypermedia”

On the one hand, the specific course aims to use hypermedia technology:
a) as a framework for analysis interpretation of theories and practices of creating a curriculum
b) as a cognitive object from which students must acquire specific knowledge and skills.

On the other hand, in this course, the curriculum is used as a framework for analysing and interpreting the roles that hypermedia technologies play in various dimensions of the curriculum and how they can activate learning.

The interactive primary school textbooks were introduced in the above course as follows: Each student was assigned the study of one of the primary school textbooks (school textbooks posted on the Interactive Textbooks website in enriched html format). The students had to identify and record the elements (resources) of enrichment or, in other words, the learning objects that have been integrated into the textbooks. Moreover, as part of integrating the 17 UN Sustainable Development Goals (SDGs) into the primary school curriculum, they were asked to record the links between the content of existing learning objects and the 17 SDGs. Finally, they were asked to focus on a specific teaching unit and deconstruct and reconstruct it, creating and incorporating new activities (learning objects) in their content using various hypermedia applications.

In the above way, students made their own interventions in the curriculum by recording, critically analyzing, and using the learning objects integrated into the interactive school textbooks They also made their own curricular interventions and created their own learning objects.

Keywords:

Interactive primary school textbooks, Sustainable Development Goals, curriculum, learning objects.