1,721,132 research outputs found
Exploratory portals of research data in education
Full text linkThis paper presents a powerful tool to enhance research in education: ‘exploratory portals’, supporting effective storage, sharing and exploration of large sets of research data. The workflow is the following: data are gathered by a research group; they are then classified according to a taxonomy (the one that best fits the group’s research interest); once uploaded in the portal, they can be ‘explored’ via a combination of faceted search (enriched by Boolean operators) and data mining techniques. The system can thus answer in a few seconds to sophisticated user’s queries that otherwise would require hours; it can save a session’s results and materials for sharing with other scholars or for further investigation. The paper presents a case study of exploratory portal, dealing with data on (technology-based) education. The portal has effectively been used by five different research groups, to run complex investigations of data about technology integration into schools
Distributed TPACK. What kind of teachers does it work for?
Full text linkTechnology at school can be either integrated as an everyday support to normal, curricular activities or as a trigger for special projects. Drawing on the distributed cognition theory, the distributed TPACK (Technology, Pedagogy and Content Knowledge) model (Di Blas et al., 2014) claims that, at least in the latter case, the knowledge required does not reside in just the teacher’s head but is rather distributed within a complex system of resources that includes students, colleagues, relatives, experts, the internet, etc.
After introducing the distributed interpretation of the TPACK model, this paper focuses on the profile of the teachers who “enact” it within their classroom, based on data from a large case-study with digital storytelling at school. Results are quite surprising: most of the teachers are quite aged, with more than 20 years of teaching experience, with a background in humanities rather than science; many admit a poor command of Technology Knowledge. Yet, they succeed: benefits for their students are substantial, over a wide spectrum. What lesson can be drawn? That contrary to what may be expected, PK and not TK is probably the issue when introducing technology at school
DIGITAL STORYTELLING IN FORMAL EDUCATION: COLLABORATION AND CURRICULUM CONNECTIONS
No full textThis contribution deals with Digital Storytelling (DST) in formal education, through the presentation of a case-study: PoliCultura, an initiative by HOC-LAB (Politecnico di Milano, Italy), has involved more than 40,000 students from Italy and abroad. The PoliCultura experience highlights that two are the elements that facilitate the integration of DST in formal education: one is collaboration (which can be supported by the creation of an interactive, multi-chapters story) and the second is the curriculum connection (which depends on the choice of the story's topic by the teachers). DST activities that guarantee both can be succesfully embedded into the classroom
Deixis and Gloss Practices. When the Web speaks of itself
Full text linkGloss practices and formulations are meta-communications whose objects are the context in which a conversation takes place and the ongoing conversation itself, respectively. In everyday life we use gloss practices and formulations to introduce relevant context’s features into the discourse and to steer the interaction. Gloss practices have a deictic nature, i.e. they depend on the context of use (time, place, interlocutors, objects, the conversation itself ). Building on the hypothesis that we can interpret the interaction between a human being and a machine in terms of a dialogue, the paper inquires whether there are gloss practices and formulations in “web-dialogues” and (being the answer to the first question a positive one) what are their peculiar characteristics. Conclusions and lines for future research are eventually presented
Technology at School: Special Event or Everyday Practice?
No full textIntroducing technology into school can be done in two different ways: as an everyday practice or as a break into the school’s routine, a special event “disrupting” the normal course of events. Both ways make sense: while a full integration of technology into the classroom is an explicit goal of all school systems around the world that no doubt will take place as a result of technology diffusion processes, special technology-based projects generate enthusiasm and push forward innovation, paving the ground for future changes.
The paper introduces three case-studies: two of technology as “special event” at school, and one of technology embedded into everyday practice. The final discussion will highlight pros and cons of both approaches
L’indicazione nel testo: anafora e deissi testuale
No full textEsistono delle discrepanze di giudizio tra gli studiosi sulla differenza tra la deissi testuale e l'anafora, a causa della parziale congruenza dei mezzi espressivi e della forte analogia nel funzionamento. Il presente lavoro intende: 1) chiarire il rapporto tra deissi in senso proprio e anafora, attraverso il contributo dei grammatici classici, greci in particolare; 2) presentare il pensiero sulla deissi di Karl Bühler, filosofo-psicologo-linguista del primo Novecento, cui va il merito di aver riproposto queste categorie all'interno di una compiuta teoria linguistica, che costituisce a tutt'oggi termine di
confronto irrinunciabile per chiarezza e completezza; 3) mettere a confronto le posizioni principali sul tema evidenziando i punti nodali su cui si innesta il dissenso; 4) tentare una spiegazione dei motivi della presente confusione e avanzare una proposta di definizione delle due categorie in questione; 5) alla luce delle definizioni proposte, chiarire la peculiarità del funzionamento dell'anafora indiretta
Transmedialità e storytelling digitale a scuola: dati da un’esperienza di larga scala
No full textQuesto contributo tratta di PoliCultura, un’iniziativa di HOC-LAB (Politecnico di Milano) per introdurre lo “storytelling” digi-tale a scuola (www.policultura.it). In PoliCultura, classi (non singoli studenti), sotto la guida del loro docente, creano storie multimediali usando uno strumento (1001storia) reso disponi-bile gratuitamente sul web. Circa 26.000 studenti, di ogni ordine e grado, hanno preso parte a PoliCultura, dal 2006 ad oggi.
Il capitolo si sofferma in particolare sugli aspetti transmedia-li di PoliCultura: l’uso di linguaggi diversi, l’aspetto costruttivo della generazione di conoscenza e infine l’uso di canali e stru-menti diversi (web per PC, CD-ROM, carta, ...) nella fase di pro-duzione, discutendo come questi aspetti abbiano un impatto educativo sugli allievi-autori. La discussione si basa sui dati rac-colti durante l’edizione 2013 dell’iniziativa
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