ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum

• Authors: Vassilios Makrakis , Nikos Larios , Gkolfo Kaliantzi
• Languages of publication: EN

Abstracts

EN

A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.

Keywords

EN

climate change education; education for sustainable development; curriculum; hypermedia technology; theme-based instruction

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2012
• Volume: 14
• Issue: 2
• Pages: 54-72

Dates

published

2012-12-01

online

2013-03-27

Contributors

author

Vassilios Makrakis

• Professor of ICT in Education, University of Crete, Department of Primary Education.

author

Nikos Larios

• University of Crete, Greece

author

Gkolfo Kaliantzi

• University of Crete, Greece

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Identifiers

DOI

10.2478/v10099-012-0009-5