StatusThe thesis was presented on the 11 December, 2015
Approved by NCAA on the 25 February, 2016
Abstract– 0.99 Mb / in romanian
– 0.78 Mb / in english
1.90 Mb /
The research has pages of core text, including introduction, three chapters, conclusions and recommendations, annotation in Romanian, English and Russian, key words, references (119 sources), 7 appendices, 136 pages of main text: The basic thesis is presented in 7 scientific papers. There are also enclosed 27 figures and 2 tables.
The field of research: General Theory of Education
The aim of the research is to identify the aspects of the computer's unique potential contribution to promoting social processes in the classroom and develop a model engaging in maximizing the effectiveness of technological tools and their level of impact on social processes in the classroom.
The objectives of the research: examination of the opportunities, provided by using computers in learning-teaching processes, to promote social processes in the classroom; understanding and describing the teacher's difficulty in promoting social processes in the computerized classroom based on the theoretical background; definition of the objectives of the change on the levels of interaction the current action research seeks to generate; comparison of reciprocal activities taking place within the “computerized classroom” and reciprocal relations in the "classroom maximizing the effectiveness of computers."; carrying out detailed documentation and reflectively examine the entire process while creating contacts both with theoretical elements at the foundation of this research as well as findings of the process.
The scientific novelty and originality of the research: the description of the challenges facing the education field in the 21st century, the examination of constructivism approach to learning focusing on technological perspective and interpersonal views, reinforcement of the importance of social interaction in the process of learning, indication of the connection between technology and pedagogy, analysis of the social aspects of learning environments using ICT, interpretation of the contribution of ICT to quality teaching and learning, investigation of ways to enable successful use of ICT, description, analysis and interpretation of the role of teachers in integrating ICT into the learning-teaching process, evaluation of the effectiveness of ICT in teaching.
The scientific problem solved in the investigated area consists in the elaboration, the argumentation and projecting of a model to effectively use ICT in the classroom in order to promote social interaction.
The theoretical value of the research: consists in demonstrating the complexity of the education system to adapt innovation and change; deducing the obstacles for teachers to effectively implement technology into their teaching strategies, displaying different models for maximal utilization of ICT tools in the learning teaching process, offering indicators to evaluate and reflect on the process.
The applied value of the research lies in innovation and optimism of the practice of implementing ICT effectively into the lesson in order to promote social interaction. Results of the research, exposing the obstacles and the different criteria for maximal utilization of ICT tools in the learning teaching process, and pointing to the importance of promoting social dynamics in these lessons in order to promote academic achievements, can be used by teachers, teachers' instructors professional development courses planners, and curriculum planners in the education field.
The implementation of the scientific results was realized in elementay school from Israel and through presentation at conferences and publication of scientific articles in several international and national academic magazines.
Under consideration  :