Keynote Speakers

Differentiation of instruction for effective learning of all students in mixed ability classrooms

Dr Stavroula Valiande, University of Nicosia, Cyprus

Modern societies call for democratisation in all sectors of social life, bringing forward the need for a more egalitarian education, which in turn provides ‘‘equality of condition’’. Equality of condition refers not only to equality of educational resources, but also to equality of respect and recognition, equality of power, equality of love, care and solidarity. An education that comforts equality of condition ensures equal access to knowledge, regardless of any differences. Therefore, equality must be seen in a holistic way, promoting simultaneously equity of results and equity of access, treatment and opportunity. Within this context, differentiation is the pedagogical means that supports effective instruction for all students  aiming to transcend inequalities and promote social justice. 

Philosophy of education: Epistemological status, theoretical and practical implications

Professor Constantin Cucos, Alexandru Ioan Cuza University of Iasi, Romania

Philosophical analysis of education is the oldest reflection on education (see Greek antiquity). In fact, the first pedagogical corpus was born in philosophy followed by the empowerment of pedagogy as a science. In this intervention we aim to highlight a number of topics related to the philosophy of education such as: the essence and meaning of education, foundations of educative action, the link between education and other human practices, the aims of education, values transmitted through education, the value of pedagogical knowledge, and the fundamentals of theory of education. Also, we intend to highlight the importance of these interrogations on the evolution of knowledge on educational practices and educational phenomenon.

Pedagogical features for the learning digital era: Examples of computer use in different educational applications

Dr Silvia Fat, University of Bucharest, Romania and Dr Georgeta Panisoara, University of Bucharest

The technology provides multiple opportunities for design and development of learning applications. In this presentation we explore the educational potential of digital resources. We will highlight how current learning principles become landmarks in design process of these resources. Such principles are applied to different ways of using new technology into education and training with a variable impact. The presentation includes some examples of implemented projects in Romania, focusing on the technology use in teacher training and curriculum design for schools. Educational specialists noticed an increased interest in therapy speech with technology support. Timlogoro project is an example for the application of technology in speech therapy. We include in this presentation some concrete scientific and pedagogical arguments for the need of this project.

Teachers’ professional development for differentiated instruction

Dr Lefkios Neophytou, University of Nicosia

Even though differentiation of instruction appears to be very promising, one must be aware of its complexity and the challenges it poses to teachers who struggle to incorporate its proclaims into their everyday practice. Studies conducted over the last years indicate that teachers encounter difficulties when applying differentiation strategies, reporting as major challenges the limited preparation time, the large class size, the heavy workload, the lack of resources and teachers’ lack of skills and motivation to differentiate Moreover, studies indicate that teachers not only find it difficult to apply differentiation but also to fail to sustain its use over time. This paper investigates the effect that a tailored made professional development programme had in terms of facilitating teachers’ concerns and helping them deal with the challenges that the application of differentiation bears.

Instructional strategies to foster self-regulated learning of university students

Florin Frumos, Alexandru Ioan Cuza University of Iasi, Romania

Self-regulated learning is a major concern of the responsible teachers and also represents a key topic in educational studies of learning. In order to become a self-regulated learner, appropriates strategies must be developed and used in classroom settings. The three components of self-regulated learning—cognition, metacognition and motivation—must be integrated into appropriated instructional strategies, so that learners may develop increased awareness on their own cognitive processes.