Summary. The present study investigates and compares the influence of using computers and tablets in the development of mathematical competence in early childhood education. To implement the survey we conducted a 14-week intervention, which included one experimental and one control group. Children in both groups were taught mathematics as per the Greek curriculum for early childhood education, using either the same educational software which, depending on the group, running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that teaching with tablets compared to teaching with computers contributed significantly to the development of children's mathematical ability. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.

The participation rates in adult education in Greece are low in comparison with other European countries. Within the framework of the present research an effort has been undertaken in order to evaluate the program of training instructors of adults through distance learning education hosted by the GSAE (General Secretary for Adult Education) and the ICAE (Institute for the Continuing Adult Education) in Greece. Among the most important outcomes of this research was considered to be the positive attitude of the participants concerning the program in general as well as the electronic educational material distributed. Furthermore, the hybrid educational process selected for use by the program was thought to be particularly flexible. As for the program’s negative aspects, the main problems noted were the distance certain trainees had to cover in order to participate physically during the scheduled meetings, as well as the technical issues arose within the e-learning environment