Education is continuously changing and constantly adapting to philosophies and methods, even more so in the world of educational technology. The author's own professional path has taken her from chalk and blackboard, to advanced tools adapted to promote learning in both synchronous and asynchronous environments. Most recently in the last months, teachers all over the world were asked to become virtual teachers; teachers scrambled to convert their face-to-face classrooms into a virtual environment overnight. This sudden change from face-to-face to online learning was unprecedented and will have long lasting effects on K-12 education for many years to come. This chapter will outline the journey that was taken to convert a face-to-face class into the virtual environment at the American Community School of Athens, Greece.
TopTheoretical Framework
Since 2006, ACS Athens has been adapting to the ever-changing world of technology in education using learning management systems (LMS) and steering their teachers as they delve into the world of educational technology (edtech). Less than a decade ago, the i2Flex learning methodology has guided teachers and students in taking their learning beyond the four-walled classroom. The methodology encourages students to be independent, inquiry-based learners, becoming architects of their own learning through a flexible environment; whether that be face-to-face, blended or virtual (Avgerinou & Gialamas, 2016).
Using technology in education is not as simple as taking a tool and incorporating it into an activity. Technology can be used to enhance an activity, lesson or unit, but even more so to augment it as seen in the SAMR model (Figure 1).
When considering the integration of technology in teaching and learning, whether it be in a face-to-face, blended or in a virtual environment, it is important that the use of technology is purposeful. The TPACK framework (Koehler & Mishra, 2009) takes into account and weaves together technological, pedagogical and content knowledge. (see Figure 2) There is no single combination of the three that can be applied to any particular course, nor can each be considered individually. Rather, all three areas are to be studied in the design also taking into consideration the institution, teachers, demographics, grade level, culture etc.