Ελένη Ντρενογιάννη ΠΤΔΕ ΑΠΘ

Drenoyianni Helen

Associate Professor

Department of Pedagogy & Social Exclusion
Pedagogy with an emphasis on Computers & Multimedia in Education

 Office 910

 Thursday 15:00 – 18:00

 +30 2310 991246

 edren@eled.auth.gr

Helen Drenoyianni is Associate Professor at the Department of Primary Education in the field of ICT Pedagogy.

She holds a PhD in interactive multimedia and a Master’s degree in “Computers in Education” from the School of Education – University of Birmingham, UK. She has received her Bachelor’s degree in Education Sciences from the School of Education – University of Athens.

In the past she has been appointed as a Lecturer and an Assistant Professor at the School of Education, Aristotle University and she has worked as a Research and Laboratory Assistant at the University of Birmingham, UK (1996-1999). Furthermore, she has been a Primary teacher and an IT coordinator at schools in England and Greece (1992-1999) and has worked as a trainer at Training Centers and Institutes of teacher professional development (1999-2000).

Her main research interests are concerned with the pedagogical use of ICT in primary and secondary education, digital literacy and critical education, ICT educational policy and practice, ICT curriculum design and development, teacher education and professional development, as well as research methods in education.

  • Drenoyianni, H. (2015). Best practices in teacher training: Training secondary teachers by distance. Thessaloniki: AUTH research Committee – Ministry of Culture, Education and Religions (pg. 215). [in Greek]
  • Drenoyianni H. & Stergioulas L. K. (Eds.) (2011). Pursuing Digital Literacy in Compulsory Education. New York: Peter Lang Publishing Group (pg. 269). [ISBN 978-1-4331-0618-7]
  • Drenoyianni, H., Seroglou, F. & Tressou, E. (Eds) (2007). Gender and Education. Mathematics, Science and New Technologies (in Greek). Athens: Kaleidoskopio Editions (pg. 451). [ISBN 978-960-7846-88-4]
  • Drenoyianni, E. & Kourtis, P. (2018). The impact and the contribution of the use of ICT in the development of higher order thinking skills: results of an action research project. In: S. Dimitriadis, Β. Dagdilelis & Τ. Tsiatsios (Eds). Proceedings of the 11th International Conference on “ICT in Education” (HCICTE2018), (pp. 533-541). [ISBN: 978-618-83186-2-5]
  • Drenoyianni, H. & Bekos, N. (2018). Investigating Greek Computing Teachers’ Curriculum Ideologies. In: P. Gounari, P. T. Liambas, H. Drenoyianni & P. Pavlidis (Eds). Rethinking Alternatives to Neoliberalism in Education. Proceedings of the 7th International Conference on Critical Education (ICCE 2017). Marasleios Pedagogical Academy of Athens, June 28th – July 2nd, 2017, Athens-Greece (pg. 22)
  • Drenoyianni, H. (2017) Informal online communities and discussion fora: researching possibilities and methodological challenges in the field of education. In: A. Sofos, Ε. Αvgerinos, P. Karamouzis, L. Christodoulidou & M. Darra (Eds.). Pedagogical Use of digital media in the process of educating (pp. 56-75). Athens: Grigoris. (in Greek)
  • Drenoyianni, H. & Papadopoulos, K. (2016). Views and perceptions of Mathematics teachers towards teacher training in ICT and the use of ICTs in teaching and learning. ASTROLAVOS, vol. 24, 3-20. (in Greek)
  • Drenoyianni, H. & Liampas, A. (2015). Design, Preparation and Evaluation of a secondary teacher training programme with Roma children. Pedagogical Trends at the Aegean, vol. 8, 1-14. (in Greek)
  • Drenoyianni, H. (2014). Conceptions or Misconceptions? The Greek ICT rationale through teachers’ perceptions of and discussions about ICT in the primary school. In: G. Grollios, A. Liambas & P. Pavlidis (Eds). Critical Education in the Era of Crisis. Proceedings of the IV International Conference on Critical Education (pp. 207-249, Vol. 2). Thessaloniki: Aristotle University of Thessaloniki – Faculty of Education.
  • Drenoyianni, H. & Primerakis, G. (2008) Digital teaching scenarios for the primary school: Studying their content with an emphasis on the structural and methodological aspects of their design. Themes in Science and Education, 1(2), 27-59. (in Greek)
  • Drenoyianni, E., Stergioulas, L. & Dagiene, V. (2008). The pedagogical challenge of digital literacy: reconsidering the concept – envisioning the ‘curriculum’ – reconstructing the school. International Journal of Social and Humanistic Computing, 1(1), 53-66.
  • Drenoyianni, H. (2006). ICT in Education: the opportunity for democratic Schools? European Journal of Vocational Τraining, 39(3), 5-20.
  • Drenoyianni, H. (2004). Designing and implementing a project-based ICT course in a teacher education setting: Rewards and pitfalls. Education and Information Technologies, 9(4), 387-404.
  • Drenoyianni, Η. & Selwood, I. D. (1998). Conceptions or Misconceptions? Primary Teachers’ Perceptions and Use of Computers in the Classroom. Education and Information Technologies, 3(2), 87-99.
  • 2011 to date: Member of the Scientific Committee of the journal «ΤΗΕMES in SCIENCE and TECHNOLOGY EDUCATION»
  • 2006 to date: Member of the Editorial Board of the International Journal «EDUCATION and INFORMATION TECHNOLOGIES»
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