Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece E-mail:
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Stamatios Papadakis, Department of Preschool Education, Faculty of Education, University of Crete, Crete, Greece
Dr. Stamatios Papadakis has been a postdoctoral researcher in Educational Technology, with emphasis on mobile learning, at the Department of Preschool Education at the University of Crete, Greece, since 2016. He has graduated from the Department of Informatics, Athens University of Economics and Business, Athens, Greece. In 2006 he completed a master’s degree (M.Ed.) in Pre-school Education and Educational Design at the University of Aegean, Rhodes, Greece, at the School of Humanities, Department of Pre-school Education. In 2016, he completed a Ph.D. at the University of Crete, Department of Education in Rethymnon, Greece. He has worked as an adjunct Lecturer in Education teaching Didactics in Programming (2017-2018) at the Department of Computer Sciences, School of Sciences and Engineering at the University of Crete, Greece. Since 2017 he has worked as an adjunct Lecturer in Education teaching Informatics (2017-2018) at the Department of Preschool Education, School of Education, University of Crete, Greece. His scientific and research interests include the study of mobile learning, especially on the use of smart mobile devices and their accompanying mobile applications (apps) in Preschool and Primary Education, focusing on the development of Computational Thinking and students’ understanding of numbers. Furthermore, he currently investigates how a STEM learning approach influences learning achievement through a context-aware mobile learning environment in the preschool classroom and explain the effects on preschoolers' learning outcomes. Languages: English (fluent), German. He is an ambassador for Scientix - The Community for Science Education in Europe and EU Code Week. He is an ESERA member, CSTA, EAI, IGIP, and the Union for Science and Technology (ENEPHET). He has published in scientific peer-reviewed journals and international conferences (including Computers & Education, Education and Information Technologies, Early Childhood Education Journal) and book chapters.
Papadakis, S. (2021). Advances in Mobile Learning Educational Research (A.M.L.E.R.): Mobile learning as an educational reform. Advances in Mobile Learning Educational Research, 1(1), 1-4. https://doi.org/10.25082/AMLER.2021.01.001
Bouck, E.C., Satsangi, R., & Flanagan, S. (2016). Focus on inclusive education: evaluating apps for students with disabilities: supporting academic access and success. Childhood Education, 92(4), 324-328. https://doi.org/10.1080/00094056.2016.1208014
Cohen, M., Hadley, M., & Frank, M. (2011) Young Children, Apps & iPad, Michael Cohen Group, New York.
Dorouka, P., Papadakis, S., & Kalogiannakis, M. (2020). Tablets and apps for promoting robotics, mathematics, S.T.E.M. education and literacy in early childhood education. International Journal of Mobile Learning and Organisation, 14(2), 255-274. https://doi.org/10.1504/IJMLO.2020.106179
Ebbeck, M., Yim, H.Y.B., Chan, Y., & Goh, M. (2016). Singaporean parents’ views of their young children’s access and use of technological devices. Early Childhood Education Journal, 44(2), 127- 134. https://doi.org/10.1007/s10643-015-0695-4
Goodwin, K. (2012). Use of Tablet Technology in the Classroom, N.S.W. Curriculum and Learning Innovation Centre. Retrieved from http://www.tale.edu.au
Goodwin, K. (2013). iPads & Young Children: An Essential Guide for Parents. Retrieved from http://goo.gl/ZYPiaa
Haugland, S. (1999). Computers and young children: the newest software that meets the developmental needs of young children. Early Childhood Education Journal, 26(4), 245-254. https://doi.org/10.1023/A:1022915706904
Hirsh-Pasek, K., Zosh, J.M., Golinkoff, R.M., Gray, J.H., Robb, M.B., & Kaufman, J. (2015). Putting education in “educational” apps lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-4. https://doi.org/10.1177/1529100615569721
Hwang, G.J., Wang, S.Y., & Lai, C.L. (2015). Seamless flipped learning – a mobile technology enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. https://doi.org/10.1007/s40692-015-0043-0
Kucirkova, N. (2016). iRPD – a framework for guiding design-based research for iPad apps. British Journal of Educational Technology, 48(2), 598-610. https://doi.org/10.1111/bjet.12389
Lee, C.Y., & Cherner, T.S. (2015). A comprehensive evaluation rubric for assessing instructional apps. Journal of Information Technology Education Research, 14: 21-53. https://doi.org/10.28945/2097
MacDonald, A., Huser, C., Sikder, S., & Danaia, L. (2020). Effective early childhood S.T.E.M. education: Findings from the little scientists evaluation. Early Childhood Education Journal, 48(3), 353-363. https://doi.org/10.1007/s10643-019-01004-9
Marsh, J. Plowman, L. Yamada-Rice, D. Bishop, J.C. Lahmar, J. Scott, F. Davenport, A. Davis, S. French, K. Piras, M. Thornhill, S. Robinson, P., & Winter, P. (2015). Exploring play and creativity in preschoolers’ use of apps: report for early years practitioners. Retrieved from www.techandplay.org/reports/TAP_Final_Report.pdf
Papadakis, S. (2020a). Apps to Promote Computational Thinking Concepts and Coding Skills in Children of Preschool and Pre-Primary School Age. In Mobile Learning Applications in Early Childhood Education (pp. 101-121). I.G.I. Globa. https://doi.org/10.4018/978-1-7998-1486-3.ch006
Papadakis, S. (2020b). Tools for evaluating educational apps for young children: a systematic review of the literature. Interactive Technology and Smart Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ITSE-08-2020-0127
Papadakis, S., & Kalogiannakis, M. (2020). A research synthesis of the real value of self-proclaimed mobile educational applications for young children. Mobile learning applications in early childhood education, 1-19. https://doi.org/10.4018/978-1-7998-1486-3.ch001
Papadakis, S., Vaiopoulou, J., Kalogiannakis, M., & Stamovlasis, D. (2020). Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children. Sustainability, 12, 4201. https://doi.org/10.3390/su12104201
Parette, H. P., Quesenberry, A. C., & Blum, C. (2010). Missing the boat with technology usage in early childhood settings: a twenty-first century view of developmentally appropriate practice. Early Childhood Education Journal, 37(5), 335-343. https://doi.org/10.1007/s10643-009-0352-x
Petri, G., & von Wangenheim, C.G. (2016). How to evaluate educational games: a systematic. Journal of Universal Computer Science, 22(7), 992-1021.
Rosell-Aguilar, F. (2017). State of the app: a taxonomy and framework for evaluating language learning mobile applications. CALICO Journal, 34(2), 243-258.
Sharkins, K.A., Newton, A.B., Albaiz, N.E.A., & Ernest, J.M. (2015). Preschool children’s exposure to media, technology, and screen time: perspectives of caregivers from three early childcare settings. Early Childhood Education Journal, 44(5), 437-444. https://doi.org/10.1007/s10643-015-0732-3