1,721,107 research outputs found
A Multidimensional Perspective on Digital Competence, Curriculum and Teacher Training in Italy. A Scoping Review on Prospective and Novice Teachers
No full textThe study, here described, approaches the analysis of selected sources in a scoping review for mapping the key aspects related to digital competence, at national level, in the chosen research area and target audience, that is, pre-service teachers, including novice faculty members. The review process is supported by providing a brief overview of the Italian initiatives in the lens of European reference frameworks and a focus on training paths and profiles of prospective teachers in Italy. The specificities of the above-mentioned aspects can, in fact, facilitate the discussion of data and the collection of inputs for future research. The review highlights some of the existing gaps in the literature due to the difficulty in selecting a broad range of studies focussed specifically on assessment and shows that a common trend, in the selected studies, is the clear connection both theoretically and empirically to a cross analysis with European initiatives and tools, including for self-assessment inclination
Introduction—On the Need for Research on the Digital Literacy of Current and Future Teachers
No full textThe development of the information society forces a reflection on how the next generation of teachers are prepared for work in the school and non-formal education system. Current models for the education of pedagogical staff all over the world require the challenges posed by the convergence of analogue and digital media to be met, as well as for the continuous and intensive process of digitization to be taken into account, especially when that process is accelerated by circumstances beyond the control of the teachers themselves (e.g. pandemic situation, the accelerated development of e-services, the creation of new educational policies, and the informatization of the state, to name just a few)
Scholarship of engagement: didattica e ricerca nella più ampia prospettiva di partnership con la comunità
No full textIl contributo esplora il ruolo dell’università nel costruire relazioni significative con il territorio attraverso pratiche didattiche e di ricerca community-based come service-learning
(SL) e community-based research (CBR). Muovendo dal concetto di scholarship proposto da Ernest Boyer, si evidenzia la necessità di un approccio sistemico e integrato che riconosca nei soggetti esterni partner attivi nei processi formativi e scientifici per affrontare questioni sociali di impronta trasformativa.
In questa prospettiva, la riflessione richiesta è ampia in considerazione della complessità delle variabili presenti, ma la letteratura ci offre chiavi di lettura utili a isolare traiettorie di analisi e sviluppo e, tra queste, il ruolo del faculty development
Scholarship of engagement: Teaching and research as community-based service
Full text linkService-learning and community-based participatory research can both reify successful directions of a scholarship of engagement towards innovation and inclusive practices. Reciprocity, shared responsibilities, effective communication and open decision-making environments appear to be core concepts to activate a partnership between university and the community in order to enhance civic responsibility and train engaged citizens by addressing societal issues and contribute to the public good
Participatory video and digital citizenship: a case-study within an instructional technology course for social educators
No full textDigital challenges tied to the multifaceted landscape of citizenship are the focus of a workshop developed within an
instructional technology course that took place in the academic year 2019-2020 in the degree course in Education
Science (curriculum socio-pedagogical professional educator) at University of Macerata (Italy). The experience is
framed in a multiple-case study where the case here described is intended as the last unit of analysis. The aim of the
qualitative study is to check how a hands-on workshop on digital citizenship, which involved students in a participatory
video project, affected their reflection about (1) the theme and the effectiveness of media formats used for the
educational design and communication; (2) the collaborative attitudes that were involved for the creation of a video
artefact designed as an educational resource.
The data were collected through different tools (reflection papers, questionnaires and interviews) and were coded with
a content analysis approach to be, then, triangulated with the artefacts created by the 31 students of the sample who
worked in small groups
Participation and feedback as motivational triggers: insights from online students’ approach to learning
Full text linkSince 2020, university courses and services have been affected by the COVID-19 global health emergency. Necessary safety measures have compelled educational systems to quickly convert to distance learning and, consequently, to modify their instructional design processes so that they can meet students’ needs. Changes have been seen in all teaching contexts, but in vocational higher education courses characterised by hands-on workshops that provide an experiential form of learning, professors are particularly pressed to find suitable formats for their virtual courses that allow students to participate and feel motivated to learn. Through the use of two qualitative case studies – a first-year and a third-year Education Sciences degree course, a three-year programme, at the University of Macerata, Italy – the present study focuses on motivational drivers. This article specifically describes and analyses the second case study, taking into account the lessons learnt and the inputs from the first case study. The data collection tools (questionnaire, observation grids) were designed starting from interpretative categories identified through analysing the first case study, in order to test the following research hypotheses and explore their connotations: (1) active student participation in group work can be a motivational challenge; and (2) both professor and peer feedback can be a key promoting aspect. The results of the study highlight the potential role of collaborative task-oriented practical learning activities in bridging students’ participation and feedback processes and fostering their motivation
A cross-case analysis of ICT courses in teacher training programmes for special needs: Technology affordances and Universal Design for Learning
Full text linkThe special needs teacher is a highly qualified professional whose role is to work in collaboration with all class teachers to activate an inclusive approach for the benefit of all students and to enable individual potentialities. Technology can be of paramount importance in designing learning activities according to the principles of Universal Design for Learning in an interdisciplinary approach and with a holistic perspective of all involved actors in the teaching/learning process. In Italy, the prospective special needs teacher has the opportunity to be fully trained thanks to a comprehensive specialization course where the areas of competence of digital literacy are addressed in a specific course. The study reports a cross analysis of three editions of an Information and Communication Technology course, with a focus on the results of the last edition, whose online format was discussed starting from strengths identified in the first two face-to-face editions of the same course
Interdisciplinary project-based learning: the impact of co-teaching on students’ achievement
Full text linkDrivers of student engagement in a global emergency period: some reflections on transition from face-to-face to online learning
No full textThe present contribution deals with a case-study based on two graduate courses in General Didactics
that took place in the academic year 2019-2020 at University of Macerata (Italy). The courses were
initially designed to be developed in a face-to-face learning environment and soon converted to be
implemented at a distance during the COVID-19 health emergency. The key aspect, focus of the
analysis, is how and with what impact the shift to online modality of delivery of the courses can affect
students’ engagement. Data collected thanks to observations of students in action and deepened
through the students’ answers to written questionnaire and oral interviews has offered interesting
reflection inputs to rethink the design process of face-to-face classes by integrating some of the
aspects of distance learning identified as successful by students and by finding blended solutions that
can meet the diverse students’ needs
- …
