| Abstract |
This study sought to connect and interact ICTs and their potential with the teaching of writing in the 1st grade of Primary School. Specifically, the research interest focused on the final evaluation of the "Logo-grafoulis" e-learning environment, which was technologically and functionally sound, to facilitate the development of appropriate cognitive, metacognitive skills and strategies for writing by pupils. For the smooth conduct of the research and the achievement of the research goal, an educational environment was designed and implemented, with the title: "Logografoulis". Logografoulis has a strong pedagogical character and it is based on the design principles of the multimedia learning environments. It aims at its incorporation as a socio-cognitive and at the same time as a socio-cultural tool in the teaching of the writing process, integrated into the philosophy of Blended learning and the possibilities of Distance Learning. In addition, it provides a structured educational multimedia environment, which presents the steps and strategies for pupils to produce written language, leading them gradually and with decreasing guidance in the learning autonomy. With the emergence of the protagonist, Logografoulis, children are emotionally involved in the process, working with a strong mood and motivation. Innovation of the present research is the fact that the environment deals with the production of the various textual items that pupils encounter in the first grade of primary school, with emphasis on the production of narrative texts. This educational material has been applied to real teaching conditions in two 1st grade classrooms of Primary School, as this age group responded to the needs and requirements of the research question. The research process took the form of an action research through a perpetual process reflection and reformation. Didactic intervention was implemented within the framework of the Flexible Zone course of the corresponding class. It lasted for approximately five months. Research findings supported the effectiveness of teaching strategies through the use of computer as a cognitive tool for developing the necessary cognitive and metacognitive skills and writing strategies, while the technical characteristics and functionality of the generated educational environment were considered adequate and appropriate to achieve the desired objective.
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Σχεδιασμός, ανάπτυξη και αξιολόγηση του ηλεκτονικού εκπαιδευτικού περιβάλλοντος "Λογο-γραφούλης", για την διδασκαλία της παραγωγής γραπτού λόγου στην Α' Δημοτικού
