The “Advanced course for the utilization and application of ICT in the teaching practice” (B2-Level ICT teacher training) is the continuation of the “Introductory training for the utilization of ICT in school” (B1-Level ICT teacher training) and guides teachers through deepening their knowledge and skills at the level of integrated teacher training for the pedagogical use of ICT in the teaching practice (B-Level ICT in-service training).
It is addressed to primary and secondary school teachers of all disciplines and specialties who, as a prerequisite, have previously successfully completed B1-level ICT teacher training and received the corresponding certification.
It is in the scope of the training for participating teachers to:

  1.  Extend and deepen their knowledge, skills and competencies in the educational use of web 2.0 environments and the Internet in general by combining the use of a variety of digital resources and media, with emphasis on the resources made available by the Ministry of Education,
  2. Acquire knowledge on the design and use of educational software and environments of various types, the conditions, the possibilities and the limitations imposed by their didactic use, always in combination with the necessary reorganization of the school class in order to achieve the best educational result,
  3. familiarize themselves with the general characteristics of digital systems and their interactions so as to be able to integrate their teaching practices into a wider context and to be able to cope critically and productively with new learning tools and the rapid technological developments in the field of information and communication technologies foreseen to be integrated into the education system or into the day-to-day practice.aaaaaa

The aim of the B2-Level ICT teacher training is for teacher trainees to:

  • further understand the educational opportunities provided by new digital online environments (web 2.0 digital environments and resources for educational purposes) and take advantage of them by integating them into their daily educational practice, in a meaningful way and in combination with the resources developed by the Ministry of Education (e.g. Photodentro, enriched digital material) already available
  • understand the principles of designing an educational scenario or activity, to be able to include them in the teaching process
  • familiarise themselves with and make productive use of the software and the online environments available for their specialty and disciplines (e.g. software and applications for communication, presentation, simulation, management and collaboration, resource sharing tools, social digital resources, online communities, interactive maps, animations, open source software, text collections, etc.). By recognizing the possibilities and limitations of their use, to be able to reorganize the classroom accordingly so that their teaching is in line with modern teaching requirements and that the new digital technologies fit in the educational process in the most productive way
  • acquire a full and functional understanding of the broader context in which new digital technologies are integrated so as to have a more holistic view of the digital resources and technologies used in education and to be able to include the modern technological tools in this broader context.

The B2-Level ICT teacher training programs are implemented in groups of teachers of the same or similar-related disciplines and specialties (clusters of teacher disciplines) and are carried out by B-Level ICT teacher trainers all over Greece. Given the specialization and the emphasis of the program in specific subjects of various cognitive areas, the "clusters" of teachers' specialties-disciplines that are envisaged for the B2-Level ICT teacher training are expected to be more in comparison to those of the introductory B1-Level ICT training. Six (6) of these will address groups of key teacher specialties (Philology-Language Cluster, Mathematics Cluster, Physical Sciences Cluster, Informatics Cluster, Primary School Education Cluster, Kindergarten Cluster) similarly to the B-Level ICT teacher training, while the rest will address the newly integrated disciplines and specializations, grouped appropriately (e.g. Foreign Language Cluster, Artistic and Musical Cluster, Physical Education and Health Cluster, Educational Engineering Cluster, Economy and Management Cluster, Cluster of Professionals working with Land, Special Education Cluster).

The program consists of 42 teaching hours, activities and tasks as well as of additional support meetings for “in-class practice” (i.e. six three-hour support meetings and classroom interventions by each trainee for at least six school hours). It is estimated to last for fourteen weeks with a three-hour session taking place once or twice a week.
Supporting meetings are part of the program and take place for the preparation of the teachers for the “in-class practice”, which takes place on a weekly basis inside the school classroom.

This process aims in the optimum assimilation of the knowledge and skills acquired by the teacher trainees, since drawing experience from practical application in class makes training more efficient by offering feedback. On the other hand, the process aims in the direct and massive transfer of the results from the training process to the end recipients (beneficials), the pupils. During the “in-class practice” phase, teacher trainers will assume an active, supportive and guiding role to the teachers they train, thus contributing their experience in selecting or developing the appropriate educational activities with ICT, in the more effective implementation of these activities within the classroom and in the timely resolution of any problems that may arise.

In order to be able to meet the “in-class practice” obligation, teacher trainees participating in the B2-Level ICT teacher training will have to be active, in-class school teachers at the time of their training.