Abstract:

Our speedy life and the new technologies rapid development compose a new setting in the to impose the instructive techniques readjustment in the new technological conditions. The teacher’s role is redefined and the teacher-centered model is substituted by computer-based teaching. Teacher training and student adaptation are the prerequisites for the adaptation procedure. According to this model, social networks (facebook, twitter) should be used to create digital platforms of material exchange resulting to a field of knowledge exchange, reflecting work in the classroom. Using the internet in the exact sciences and the theoretic subjects generates new perspectives to students and teachers since they have the potential to look for material in the internet, use specialized software and, students especially, provide the teaching procedure with feedback.

The composed procedure of application and evaluation of such an attempt combines both formal and non formal learning, tradition with innovation and re-determines the teacher’s model in the school reality. On a research level, there is focus on the teachers and students responses, both invited to reveal knowledge and co-evaluate material sources in an attempt to construct a revelatory life-long learning.

Apart from digitalized material, student projects to be commented by both teachers and students will be posted on the e-platforms to give feedback to the teaching act and draw new research conclusions. Every class will create a collective database for all the subjects which the teacher will be able to readjust at any time by entering new data, modifying the existing ones, connecting theory to practice.

On a second level, notes posting, announcements and teaching material may contribute to the generation of a constructed database where interaction, group collaboration and active learning will be the milestone of the new learning procedure. Throughout this procedure, the teacher should create active learning environments and encourage students to be active instead of passive. In particular, the teacher’s role in the modern school should be that of the mediator. This means that teachers should guide their students in their efforts to use new technologies, to utilize computer possibilities, to adapt their teaching practices to the new conditions in order to be more effective and, at the same time, to be critical and undertake a powerful guiding role. The teacher, therefore, acts through motivation, counseling, warning and criticizing.

We are provided the opportunity to draw safe conclusions and suggest ways to apply new technologies in the teaching act as well as further development of new technologies in the school reality by experimental databases in social networks within the Greek school.