The aim of the present study was to determine the effect of a collaborative writing programme through the Google Docs writing tool on the production of argumentative discourse within the framework of Modern Greek Language teaching. The participants were 23 pupils in Year 5 who received a six-month period teaching intervation (two hours per week) that included collaborative writing activities of argumentative discourse. Prior to the beginning, and following the end of the programme the performance of all participants on argumentative discourse writing skills was evaluated with a 13-criteria Rubric scale. The results of the pairedsample t-tests showed a statistically significant difference between pre-and post tests in the majority of the criteria and the total scores of the rubric. It is therefore concluded that, the use of a Web platform may positively contribute towards the enhancement of argumentative discourse writing skills of pupils in Year 5 of Primary Education.

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Despite the new and unprecedented opportunities for communication and networking in online settings, several challenges have arisen. One such challenge is the deviating behavior of social media users which is usually manifested through hate speech comments, often targeting minorities. For instance, the Roma minority constitutes one of the most discriminated groups, both online and offline. In this context, a significant lack of empirical research evidence can be observed regarding the exposure of minorities to online hate speech and the violation of their human rights. In this regard, the present paper illustrates the reflections of an emancipatory action research implemented with a group of Roma youths in Greece and discusses the impact of critical digital literacy activities on participants’ awareness regarding online hate speech. Based on participants’ views, the most empowering experience from this action research refers to the acquaintance of deliberating knowledge and skills in terms of producing non-violent counter-narratives.

The present article investigates the dimensions of utilization of Response Systems (RSs) in the teaching process. These RSs provide learners with real-time interaction and strengthen their participation. The project is an attempt to record the views of students (N=199) regarding the experience and the impact of their involvement in the use of RSs. In an interdepartmental course taught at the Department of Philosophy and Education of Aristotle University of Thessaloniki during the spring semester of 2020, students used RSs before, during and after the teaching process. Participants were asked to complete an appropriate questionnaire regarding online RSs applications. In this study, we examined how and to what extent students accepted their involvement in the RSs in the first phase of the Covid-19 pandemic period. The participants, coming from nine University Departments, evaluated positively the integration in RSs teaching. The results showed that more than nine out of ten participants agree that these applications provide new possibilities for strengthening teaching methods through an entertaining experience and the participants have stated that these applications enhance active participation and collaborative learning and engage them actively and pleasantly in a metacognitive function process.

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