1,721,025 research outputs found
Italian teachers and Technology-Knowledge training
Get PDFThis article aims to answer the question “how are Italian teachers trained in technological skills (TK)?”, in the framework of the distributed TPACK model. According to this model, different supports and sources interplay in a learning context. The discussion is based on data collected through a questionnaire delivered to more than 1,300 teachers on the job; the focus is, in particular, on lower and upper secondary school teachers. The results show how teachers benefit from a plurality of sources, preferring the “informal” ones.
I docenti italiani e la formazione alle competenze tecnologiche
Questo articolo mira a rispondere alla domanda “come i docenti italiani si formano alle competenze tecnologiche”, nel quadro di riferimento del modello TPACK distribuito, secondo il quale una varietà di supporti e fonti agisce in un contesto d’apprendimento. La discussione si basa sui dati raccolti attraverso un questionario erogato a più di 1300 docenti in servizio; il focus è in particolare sui docenti di scuola secondaria inferiore e superiore. I risultati mostrano come i docenti fruiscano di una pluralità di fonti, prediligendo quelle “informali”
Prima e durante la pandemia: pratiche didattiche e di formazione degli insegnanti nei diversi ordini e gradi scolastici
Get PDFHow did the teaching practices of teachers change during the Covid-19 emergency? How did the teachers train to deal with it? The case study presented in this article is based on data collected through an online questionnaire administered to a sample of almost 1000 teachers (from kindergarten to upper secondary school) participating in a MOOC (“massive” online course) made available by HOC-LAB of the Politecnico di Milano between March and June 2020. The results tell us that remote teaching is significantly adopted when the pandemic arrives, with an increase in the synchronous mode compared to the asynchronous one as the school level increases. New forms of interaction between teacher and pupils are born (individual meetings, small group meetings in extra-school hours); there is a correlation between the commitment to guarantee synchronous lessons and the availability for these further meetings (proactive approach), as well as between the sharing of videos (found on the internet) and the sharing of asynchronous materials compared to synchronous meetings (more “traditional” approach). As for training, teachers have resorted to forms that are not particularly institutionalized (MOOCs, web resources, colleagues...), confirming an already existing pre-pandemic trend.Come sono cambiate le pratiche didattiche dei docenti durante l'emergenza Covid-19? Come si sono formati i docenti per affrontarla? Lo studio di caso presentato in questo articolo si basa su dati raccolti tramite un questionario online somministrato a un campione di quasi 1000 docenti (dalla scuola dell’infanzia alla se-condaria di secondo grado) partecipanti a un MOOC (corso online “massivo”) reso disponibile da HOC-LAB del Politecnico di Milano tra marzo e giugno del 2020. I risultati ci dicono che la didattica remota viene significativamente adottata all’arrivo della pandemia, con aumento di quella sincrona rispetto all’asincrona al crescere del livello scolastico. Nascono nuove forme di interazione tra docente e allievi (incontri individuali, incontri a piccoli gruppi in orari extra-scolastici); si riscontra una correlazione tra l’impegno nel ga-rantire lezioni sincrone e la disponibilità per questi incontri ulteriori (approccio proattivo), come di contro tra la condivisione di video (rinvenuti su internet) e la condivisione di materiali asincrona rispetto ad incontri sincroni (approccio più “tradizionale”). Quanto alla formazione, i docenti hanno fatto ricorso a forme non particolarmente istituzionalizzate (MOOC, risorse web, colleghi...), confermando una tendenza già esistente pre-pandemia
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Instructor Social Presence in Remote Teaching: “Yes, we Can!”
No full textOne of the major objections that are raised against remote teaching is that it hampers “social presence”, one of the key components of a learning experience (according to the Community of Inquiry model of teaching; Garrison et al., 2000). In this paper, we present the results of a survey to more than 1000 Italian teachers who were forced to teach online during the COVID-19 pandemic(March-June 2020) and – quite surprisingly – identified the discovery of a “new form of relationship” with their students as one of the major positive aspects of the experience. Results of the study confirm that the Instructor Social Presence can be achieved, even in a fully online environment; ISP seems to stem from a whole environment (composed of synchronous, asynchronous, collective and individual interactions) rather than on a single component of the remote teaching experience; eventually, high motivation and experience in pedagogy, over technical skill, seems to be a pre-requisite for instructors to be able to generate ISP
K-12 Collaborative Digital Storytelling: How to Craft Masterpieces
No full textThis chapter discusses a framework for creative and collaborative digital storytelling that is appropriate for K-12 education, and places particular emphasis on generating high-quality stories that are interesting to audiences. The framework was developed as part of a research project supported by the HOC-LAB at Politecnico di Milano, which has been running a national contest on collaborative digital storytell-ing for K-12 students that has so far included more than 42,000 participants. Using software developed by the HOC-LAB, these participants have created multimedia interactive stories with topics ranging from curricular subjects such as science to noncurricular subjects such as local cultural heritage. Constraints characterize not only the tool but also the creation process, and these aspects of the framework and project will be described in the chapter
Authentic Learning, Creativity and Collaborative Digital Storytelling: Lessons from a Large-Scale Case-Study
Get PDFPoliCultura is a collaborative digital storytelling program for schools (K-12), which has gathered so far more than 41,000 students. It is an example of authentic learning experience, for a number of reasons, including the fact that students are required to do a “professional” work that will be made public in the frame of a competition. The paper investigates whether PoliCultura can foster creativity, by analyzing all the “stories” submitted to the competition in 2020 using a literature-based creativity rubric, with positive results. The analysis of the teachers’ pedagogical reports sheds light on the key factors for promoting creativity, which are, for the teachers: to be a facilitator of the activity, to promote collaboration, to “open up” to external support and stimuli beyond the classroom and to foster the students’ individual talents. Guidelines for designers of educational tools are drawn too: provide a clear path while at the same time allowing a wide degree of freedom, keep the threshold low and plan for the teacher to be at the center-stage
Digital Badges in Formal Education: Are Teachers Ready?
Get PDFDigital badges – a novel validator of accomplishments launched by Mozilla Foundation in 2011 – are revolutionizing the world of certification systems. One of the sectors that is most likely to be deeply affected is formal education. The paper analyses Italian teachers’ hopes and fears about badges to acknowledge their own achievements as well as the students’ achievements, through the analysis of a large-scale survey (to 195 teachers on the
job) with closed as well as open-ended questions. Results show the “shy” ripeness of the Italian scenario, where teachers seem keen on the adoption of this certification system. They would appreciate badges to acknowledge their own achievements; they are not much confident, though, on the fact that their “environment” (the principal, colleagues and the school system) would take them into full account. As regards badges for students, they
are less enthusiast but show willingness to consider them, provided that the “issuer” is trustworthy. Overall, the Italian school “ecosystem” seems ready for an experimentation, especially at high-school level
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