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All Journal Journal of Digital Learning and Distance Education
Alexandropoulos, Georgios
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Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring the Views of Secondary School Teachers in Greece on Interactive Educational Tools Alexandropoulos, Georgios
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i3.540

Abstract

Teachers' opinions on the use of interactive tools are divided. The purpose of this research is to find out what teachers think about the use of interactive technological tools in the learning process. Despite the potential benefits, there is still a long way to go in understanding the problems teachers face in the classroom. The research that was conducted aims to understand the obstacles, the challenges, and the general assessment of the attitude of educators. By analyzing these tools that will be built in the future, they will be even more efficient, contributing decisively to the change in the learning process. In addition, an e-solution will be proposed by creating interactive material on political poetry. Both the analysis and the research through questionnaires and interviews will pave the way for future research, extensive in sample and scope, and experimental application of interactive material in schools to improve the educational process and achieve the best possible learning outcomes.
The Role of Data in Education: Benefits, Challenges, and Implications for Teaching and Learning Alexandropoulos, Georgios
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i11.681

Abstract

In the current digital era, data science has emerged as a transformative discipline with profound potential for reshaping the educational landscape. This paper explores the multifaceted role of data science—specifically through educational data mining (EDM) and learning analytics—in enhancing teaching and learning processes across various platforms. Through a critical literature review, the study examines the dual nature of data utilization. On one hand, it highlights significant benefits such as personalized learning, early detection of student behavioral patterns, and evidence-based decision-making. On the other hand, it addresses critical risks, including privacy concerns, ethical violations, social stereotyping (labeling), and the potential commodification of education by corporate interests. The analysis further demonstrates that an overreliance on quantitative metrics risks neglecting the psychological dimensions and sociocultural contexts inherent in human learning. To mitigate these imbalances, the paper proposes the application of the DELICATE framework (determination, explain, legitimate, involve, consent, anonymize, technical aspects, and external partners) to ensure transparency and data protection. The study concludes by emphasizing a necessary shift from a purely technocratic perspective to a human-centered design approach. The authors argue that data science should serve as a pedagogical support tool rather than a substitute for teacher intuition. By integrating quantitative methods with qualitative-ethnographic approaches, a more just, innovative, and humane educational environment can be achieved.
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