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Innovation in Educational Practice
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This book explores the perceptions of primary education teachers in Attica, Greece, regarding the innovative teaching techniques applied during their Level B ICT certification. Driven by contemporary digital demands and European educational frameworks, teachers primarily engage in these programs to enrich their pedagogical knowledge, upgrade their digital skills, and achieve professional development. The research shows that while enriched lectures remained the dominant approach for transmitting theoretical content, active and experiential techniques-such as group work, structured discussion, brainstorming, and role-playing-were highly valued by participants for fostering collaboration and critical thinking. The training successfully triggered transformative learning, shifting teachers from traditional teacher-centered mindsets toward becoming student-centered facilitators. However, transferring these innovative practices into daily school routines is significantly hindered by systemic limitations, including severe time constraints, rigid curricula, and inadequate material and technical infrastructure.
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