Abstract:

The learning process, nowadays, thanks to the widespread use of the Internet and the Information and Communication Technologies (ICT), is updated enriching the teaching practice with audiovisual material. The multimedia tools approach makes teaching more pleasant while the students turn from a pathetic audience into methodical learners, learn to cooperate and to express themselves freely, which are characteristics of the future citizen. At the same time, the teacher’s role becomes pedagogical (again) by helping students to discover the knowledge through the labyrinth of the sources that the Internet provides.
The present project aims to focus on the active usage and integration of the ICT which lead to learning and to find out whether the e-learning method is capable of making a difference in the learning process by enriching the Primary school students’ knowledge better than the traditional teaching method, by reinforcing its effectiveness.

Methodology:
Open source software were used for the interventions. Six interventions took place concerning students of the sixth grade, in the limits of the Health Education unit. A group of students became the intervention group Α while a second one became the control group Β. The evaluation was carried out 1) by qualitative research through questionnaires to teachers and students, and 2) by measuring their performance.

Results:
85.7% of teachers believe that the use of ICT turns the teacher-centered learning into group cooperation, making the process more attractive and reducing the learning curve. 42.9% of them believe that the new way of learning will increase the students' skills. Finally, 71.4% believes that, in order to implement the learning process through the ICT must possess educational background and additional technological knowledge.
Furthermore, 77% of students had not attended any lesson with the help of ICT, 72,7% expressed the desire to use ICT whilst, on the contrary, 13.07 % refused to use it.
Regarding their performance, the t-test in accordance pairs for dependent samples was used, and the results showed an increase of knowledge in both groups. In group A, the average knowledge increased by 46,1 %, while in group B by 49,2 %. For both groups before and after intervention was positive correlation r = 0.54 non- significant statistic, p = 0.084 > 0.05 for the A group and r = 0.71 a positive statistically significant correlation, p = 0 03 < 0.05 for group B. The comparison between the two samples after the intervention (t-test for independent samples) showed that there weren’t any differences. (equal means p-value 0,325> 0,005).

Conclusions:
The results of the research have shown that the learning process through the ICT did not lead to any differences concerning the students’ cognitive perception compared to the traditional teaching method, which, on the contrary, seemed to slightly surpass it. Maybe this is due to fact that the absence of the teacher form the classroom made the students less concentrated. It was proved that the teacher’s role is essential in order to create, combined with the ICT, a dynamic and interactive environment that will offer new experiences to the students regarding the construction process of the knowledge. It was proved, that if the e-learning method was used by the teachers as an educational tool based on the teaching rules following the curriculum, it could improve both the educational process and the way students learn.