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Because of the coronavirus pandemic and its consequences, distance education and, in particular, "Online Education" (OE) was used in the educational systems of many countries, as in Greece. The main objective of this application was to keep students in touch with the educational reality, but also with the teaching and learning process. On this basis, the purpose of this study is to investigate the attitudes and opinions of Greek Primary Education teachers and Secondary Education teachers' philologists regarding the implementation of the proposed methods of teaching language courses in the use of OE. Seven hundred and thirty-four teachers constituted the sample of the study. A structured questionnaire was used to carry out the research and collect the data and the main findings of the research can be summarized as follows: the teachers' attitudes and opinions regarding the correlation of the proposed teaching methods in the Curriculum - such as the possibility for all students to produce various types of spoken and written language and the units designed for the cultivation of literacy to have the form of an action plan (project), etc. - with the use of OE are approximately neutral, namely neither positive nor negative.

This paper attempts to study basic teaching techniques that contribute to the development of the learner-centred approach in the classroom of modern schools. More specifically, the purpose of this paper is to develop seven teaching techniques - brainstorming, concept maps, working groups, role-playing, problem-solving, debate, De Bono's Six Thinking Hats - that contribute effectively to teaching and learning through the development of a learner-centred approach. The choice of this topic arose from the fact that the above teaching techniques are interesting and original educational tools since they place the learner at the centre of the educational process and in this way the intended learning outcomes are achieved after the end of the teaching. This paper is based on the literature review of about 180 researches and studies both in Greek and International level through the search of databases and search engines such as ERIC, Google Scholar, etc. Finally, it is worth noting that this paper aims to provide a useful guide for teachers to utilize these teaching techniques in the classroom since when these innovative teaching techniques are applied in the context of the learner-centred approach they have significant advantages such as focusing on students' needs, making the lesson more engaging, enhancing students' self-confidence and collaborative skills, etc.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0095/a.php" alt="Hit counter" /></p>

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The aim of this study is to explore the views of active teachers in primary schools on the benefits (potential/advantages), barriers (limitations/disadvantages) and selection criteria regarding the use of video as an educational tool in teaching and learning for primary school students. To fulfil this purpose, a qualitative research approach was chosen and the opinions of 15 active Greek teachers were recorded. Convenience sampling was applied for the selection of the sample. The research was implemented using an appropriately designed anonymous questionnaire in the form of a written paper, which included three main open-ended questions and was considered for the purposes of the research as an open-ended structured interview type questionnaire. The following conclusions emerged from the findings: a) The main advantages recorded by the teachers were the visualization and understanding of abstract concepts, the mobilization of students' attention, the option to pause and restart at any point, accessibility, openness, etc., b) The main barriers are that it takes a lot of time to find the appropriate video, the risk of low quality of the video, lack of knowledge and skills of instructors for pedagogical use of video, lack of technological equipment in schools, passive activity, etc., (c) The main criteria for selecting a video are the duration of the video, the connection with the profile and needs of the students, the possibility of accessibility for students with special needs, etc.