1,721,031 research outputs found
L'ambiente stradale e la mobilità sostenibile
No full textL'educazione ambientale per lo sviluppo sostenibile, per i bambini e le bambine della scuola primaria, comprende una riflessione sul proprio essere produttori e consumatori dell'ambiente. Una partecipazione attiva e democratica implica una riflessione e un più generale ripensamento delle proprie abitudini di vita nella direzione di una cultura della sostenibilità che non sia fatta solo di norme e divieti o di scelte necessariamente estreme, ma anche di azioni preventive, di adattamenti, di piccoli miglioramenti quotidiani, di riflessioni permanenti individuali e collettive
Let's play and learn! Imparare l'inglese (anche) con le tecnologie
No full textLe tecnologie da sole non salveranno la scuola e neppure consentiranno a chiunque di apprendere facilmente l'inglese con un click. Però il loro utilizzo come strumenti di mediazione didattica motiva una maggiore partecipazione degli alunni, favorisce la riflessione metacognitiva, offre maggiori occasioni di recupero agli alunni che ne hanno bisogno, sostiene processi di collaborazione e cooperazione tra gli alunni e tra insegnanti e alunni, consentendo di lavorare in modo interdisciplinare di ampliare lo spazio e il tempo dell’apprendimento e dell’insegnamento. L'articolo analizza anche alcuni siti utili per l'apprendimento dell'inglese nella scuola primaria proponendo un approccio ludico
SPEP - Support to the Palestinian Education Programme
No full textSPEP (Support to Palestinian Education Programme) is a project funded by the Italian Cooperation, managed by UNDP "United Nations Development Programme- and involving the Palestinian Ministry of Education and Higher Education (MoEHE), 24 public schools with different grades, 4 local Universities (3 in West Bank and 1 in Gaza Strip) and relative Districts and the University of Bologna.
The main concept for the SPEP intervention is that of a comprehensive developmental process focusing the school itself and leading to school growth and improvement of the quality of education in the Palestinian Territories. SPEP aims to strength the capacity of the school for self-improvement supporting, through a
partnership between schools and universities, the develop of a process where the school becomes able to self-evaluate in the field of effectiveness of learning and teaching, students participation, management, ICT skills, teachers relationship and satisfaction, leadership, environment, networking, relation and involvement of parents and community, continuing professional development of teachers and principals. Collaboration between the schools
involved in the SPEP should create a supportive environment that encourages the adoption of change and increases the sustainability sharing of good practices, expertise, resources. Each
school develops its improvement plan with specific action plans, target and tasks, each with clearly identified success criteria in order to evaluate results: microgrants are available to develop specific project related to the school’s needs. Local Universities, coordinating with the MoEHE, work each with 6 schools visiting them regularly, helping in identifying standards and targets for the quality of education and in planning the improvement, training
teachers in different areas, monitoring, advising and reviewing.
The University of Bologna, Department of Education, has a technical advisory role in the ICT component supporting and working together with Palestinian Universities and schools and coordinating with UNDP and MoEHE. The University of Bologna’s role (L.Guerra coordinator and scientific referent, E.Pacetti coordinator in Palestine) is to implement the ICT knowledge and a critical practice in the schools providing relevant pedagogical models of the use of ICT, tools (software, videogames, learning objects) and methodologies, orientation, material, best practices, and is monitoring the pedagogical experimentation of the use of ICT in the daily didactic (in classroom) with a bottom-up approach respecting schools, teachers and students within the Palestinian context, using technologies and pedagogical/didactical models sustainable: stressing therefore the use of technologies with a low economical impact and open to a variety of cultural interpretation. The bottom up approach aims to innovate the pedagogy in the classroom, via the integration of ICT in the teacher’s practice using both our general pedagogical models and models locally experimented in a critical and original way (compared to the traditional know-how): in this approach it is important to help teachers to reflect and elaborate on their own performances and produce as a result learning material to be newly utilized in their contexts.
The project, started in 2006, was developed in 3 phases with several changes in terms of scheduling and content due to the specific Palestinian context: in fact it was supposed to end in June 2009 but the MoEHE is postponing the final conference and it will end in June 2010.
Phase 1: Activation of the process (May 2006-August 2007)
Phase 2: Implementation of the intervention (September 2007-December 2008)
Phase 3: Evaluation, dissemination and generalization (January 2009-June 2010). This phase is also trying to identify the modality for the final conference.
The project ended in 2010 with a final Conference in Ramallah about "ICT and education"
Educare alla sicurezza stradale tra scuola e territorio: un progetto di cittadinanza attiva nella provincia di Bologna
No full textIl contributo intende presentare il progetto “Sicurezza stradale=Scelta di vita” realizzato in Provincia di Bologna dall'A.S. 2008/2009 all'A.S. 20013/2014 grazie a una rete di agenzie educative sul territorio (scuole, Università, Azienda USL, Ufficio Scolastico Provinciale, Provincia di Bologna) e rivolto agli alunni delle scuole secondarie di secondo grado delle classi seconde e quarte. Nell'ottica del Sistema formativo integrato la creazione di una rete tra le diverse agenzie partecipanti ha permesso di valorizzare apprendimenti formali (scuola), non formali (agenzie educative sul territorio) e informali (alunni e media) per diffondere una cultura della sicurezza stradale. Attraverso metodologie didattiche attive, gli alunni coinvolti hanno sperimentato concretamente cosa significhi essere cittadini consapevoli, responsabili e corresponsabili anche sulla strada, assumendo il ruolo di educatori-formatori dei loro stessi compagni di scuola nella prospettiva della peer education. Le esperienze personali, gli scambi di opinioni, le discussioni, l'osservazione del lavoro della polizia municipale, il confronto con gli operatori sanitari, la produzione di digital storytelling, i lavori di gruppo, sono stati documentati e sono diventati materiale didattico da utilizzare nella formazione tra pari. E tutto ciò ha reso i partecipanti cittadini davvero attivi e promotori di sicurezza stradale
Online computer science workshops for educators in higher education during Covid-19: challenges and opportunities of a forced distance learning
Full text linkThis study focuses on a course belonging to the University of Bologna’s bachelor’s degrees ‘Expert in Social and Cultural Education’ and ‘Educator in Childhood Social Services’ called ‘Computer Science Lab–based course’, which aims to develop digital competences necessary for the educational profession. Before COVID-19, this face-to-face compulsory workshop-based course consisted of nine parallel teachings with different programmes and teachers. Due to the impossibility of providing regular lessons, teachers have been forced to revise their working methods by using different distance learning strategies. This paper aims to offer an understanding of the situation by analysing teachers’ and students’ perceptions collected through questionnaires in relation to the following aspects: most used and effective teaching strategies; technical, communicative and relational difficulties encountered by teachers and students; aspects related to distance learning methods and perception of the usefulness of the course for the educational profession
Digital contexts mediated communication between teachers and parents : a transversal research in a multicultural school
No full textSPEP - Support to the Palestinian Education Programme
No full textSPEP (Support to Palestinian Education Programme) is a project funded by the Italian Cooperation, managed by UNDP "United Nations Development Programme- and involving the Palestinian Ministry of Education and Higher Education (MoEHE), 24 public schools with different grades, 4 local Universities (3 in West Bank and 1 in Gaza Strip) and relative Districts and the University of Bologna.
The main concept for the SPEP intervention is that of a comprehensive developmental process focusing the school itself and leading to school growth and improvement of the quality of education in the Palestinian Territories. SPEP aims to strength the capacity of the school for self-improvement supporting, through a
partnership between schools and universities, the develop of a process where the school becomes able to self-evaluate in the field of effectiveness of learning and teaching, students participation, management, ICT skills, teachers relationship and satisfaction, leadership, environment, networking, relation and involvement of parents and community, continuing professional development of teachers and principals. Collaboration between the schools
involved in the SPEP should create a supportive environment that encourages the adoption of change and increases the sustainability sharing of good practices, expertise, resources. Each
school develops its improvement plan with specific action plans, target and tasks, each with clearly identified success criteria in order to evaluate results: microgrants are available to develop specific project related to the school’s needs. Local Universities, coordinating with the MoEHE, work each with 6 schools visiting them regularly, helping in identifying standards and targets for the quality of education and in planning the improvement, training
teachers in different areas, monitoring, advising and reviewing.
The University of Bologna, Department of Education, has a technical advisory role in the ICT component supporting and working together with Palestinian Universities and schools and coordinating with UNDP and MoEHE. The University of Bologna’s role (L.Guerra coordinator and scientific referent, E.Pacetti coordinator in Palestine) is to implement the ICT knowledge and a critical practice in the schools providing relevant pedagogical models of the use of ICT, tools (software, videogames, learning objects) and methodologies, orientation, material, best practices, and is monitoring the pedagogical experimentation of the use of ICT in the daily didactic (in classroom) with a bottom-up approach respecting schools, teachers and students within the Palestinian context, using technologies and pedagogical/didactical models sustainable: stressing therefore the use of technologies with a low economical impact and open to a variety of cultural interpretation. The bottom up approach aims to innovate the pedagogy in the classroom, via the integration of ICT in the teacher’s practice using both our general pedagogical models and models locally experimented in a critical and original way (compared to the traditional know-how): in this approach it is important to help teachers to reflect and elaborate on their own performances and produce as a result learning material to be newly utilized in their contexts.
The year 2007 (2nd year of the project) focused on:
Phase 1: Activation of the process (January-August 2007): due to the specific Palestinian context the scheduling changed and Phase 1 was postponed until August 2007.
Phase 2: Implementation of the intervention (September 2007-December 2008)
Phase 3: Evaluation, dissemination and generalization (possibly January-May 2009). The project will end in 2010 with a final Conference in Ramallah about "ICT and education"
SPEP - Support to the Palestinian Education Programme
No full textSPEP (Support to Palestinian Education Programme) is a project funded by the Italian Cooperation, managed by UNDP "United Nations Development Programme- and involving the Palestinian Ministry of Education and Higher Education (MoEHE), 24 public schools with different grades, 4 local Universities (3 in West Bank and 1 in Gaza Strip) and relative Districts and the University of Bologna.
The main concept for the SPEP intervention is that of a comprehensive developmental process focusing the school itself and leading to school growth and improvement of the quality of education in the Palestinian Territories. SPEP aims to strength the capacity of the school for self-improvement supporting, through a
partnership between schools and universities, the develop of a process where the school becomes able to self-evaluate in the field of effectiveness of learning and teaching, students participation, management, ICT skills, teachers relationship and satisfaction, leadership, environment, networking, relation and involvement of parents and community, continuing professional development of teachers and principals. Collaboration between the schools
involved in the SPEP should create a supportive environment that encourages the adoption of change and increases the sustainability sharing of good practices, expertise, resources. Each
school develops its improvement plan with specific action plans, target and tasks, each with clearly identified success criteria in order to evaluate results: microgrants are available to develop specific project related to the school’s needs. Local Universities, coordinating with the MoEHE, work each with 6 schools visiting them regularly, helping in identifying standards and targets for the quality of education and in planning the improvement, training
teachers in different areas, monitoring, advising and reviewing.
The University of Bologna, Department of Education, has a technical advisory role in the ICT component supporting and working together with Palestinian Universities and schools and coordinating with UNDP and MoEHE. The University of Bologna’s role (L.Guerra coordinator and scientific referent, E.Pacetti coordinator in Palestine) is to implement the ICT knowledge and a critical practice in the schools providing relevant pedagogical models of the use of ICT, tools (software, videogames, learning objects) and methodologies, orientation, material, best practices, and is monitoring the pedagogical experimentation of the use of ICT in the daily didactic (in classroom) with a bottom-up approach respecting schools, teachers and students within the Palestinian context, using technologies and pedagogical/didactical models sustainable: stressing therefore the use of technologies with a low economical impact and open to a variety of cultural interpretation. The bottom up approach aims to innovate the pedagogy in the classroom, via the integration of ICT in the teacher’s practice using both our general pedagogical models and models locally experimented in a critical and original way (compared to the traditional know-how): in this approach it is important to help teachers to reflect and elaborate on their own performances and produce as a result learning material to be newly utilized in their contexts.
The project, started in 2006, was developed in 3 phases with several changes in terms of scheduling and content due to the specific Palestinian context: Phase 1: Activation of the process (May 2006-August 2007); Phase 2: Implementation of the intervention (September 2007-December 2008).
The Phase 3 will be: Evaluation, dissemination and generalization (January-May 2009).
The project is supposed to end in 2009 with a final Conference in Ramallah about "ICT and education"
Pratiche mediali, social media e influencers nella formazione e nell’espressione identitaria dei bambini : una ricerca esplorativa = Digital media practices, social media and influencers in children’s identity formation and expression : an exploratory research
No full textContestualmente al diffondersi delle piattaforme social, si è assistito alla moltiplicazione, sul web, di figure quali influencers o content creators. Gli studen-ti frequentanti gli ultimi anni di scuola primaria, impegnati in un complesso compito di definizione della propria identità, sono fortemente esposti a contenuti di intratteni-mento veicolati da social e piattaforme video online. La presente ricerca, un’indagine esplorativa che ha coinvolto 173 studenti di una scuola primaria dell’Emilia-Romagna, ha avuto l’obiettivo di indagare il ruolo dei social media e degli influencers nella formazione e nell’espressione identitaria dei giovani in età preadolescenziale, mettendo in risal-to un universo poco conosciuto e solo superficialmente esplorato dagli insegnanti e dagli adulti con ruoli educativi. Il contributo si pone il duplice obiettivo di: indagare le pratiche relative ai social network (in particolare quelli basati sui contenuti video come You-Tube, Twitch, TikTok e Instagram) dei giovani alunni e delle giovani alunne al fine di offrire una panoramica della situazione in una fascia d’età sempre più targhettizzata da questi social; compiere una riflessione su quanto la figura dell’influencer giochi un ruolo nella formazione identitaria dei bambini e delle bambine. I risultati portano a nuove domande di ricerca e a percorsi formativi per consapevolizzare maggiormente insegnanti e genitori su questo tema.With the spread of social media, we witnessed the multiplication of web’s fig-ures such as influencers and content creators. The pupils in the last years of primary schools (9-11 years old), engaged in a complex task of defining their own identity, are strongly exposed to entertainment contents conveyed by social networks and online video platforms. The present exploratory study, which involved 173 students from a primary school in Emilia-Romagna Region (Italy), aims to investigate the role of social media and influencers in the formation and expression of the identities of children, highlighting a universe little known and only superficially explored by teachers and adults with educational roles. The contribution has the twofold objective of: investigat-ing children’s practices related to social networks (in particular those based on video content such as YouTube, Twitch, TikTok, Instagram and Snapchat) to offer an over-view of the situation in an age group increasingly targeted by these social networks; making a reflection on how much the figures of content creators and influencers play a role in the identity formation of children in 4th and 5th year of primary school. The results lead to new research questions and educational path to make teachers and par-ents more aware of this issue
SPEP - Support to the Palestinian Education Programme
No full textSPEP (Support to Palestinian Education Programme) is a project funded by the Italian Cooperation, managed by UNDP "United Nations Development Programme- and involving the Palestinian Ministry of Education and Higher Education (MoEHE), 24 public schools with different grades, 4 local Universities (3 in West Bank and 1 in Gaza Strip) and relative Districts and the University of Bologna.
The main concept for the SPEP intervention is that of a comprehensive developmental process focusing the school itself and leading to school growth and improvement of the quality of education in the Palestinian Territories. SPEP aims to strength the capacity of the school for self-improvement supporting, through a
partnership between schools and universities, the develop of a process where the school becomes able to self-evaluate in the field of effectiveness of learning and teaching, students participation, management, ICT skills, teachers relationship and satisfaction, leadership, environment, networking, relation and involvement of parents and community, continuing professional development of teachers and principals. Collaboration between the schools
involved in the SPEP should create a supportive environment that encourages the adoption of change and increases the sustainability sharing of good practices, expertise, resources. Each
school develops its improvement plan with specific action plans, target and tasks, each with clearly identified success criteria in order to evaluate results: microgrants are available to develop specific project related to the school’s needs. Local Universities, coordinating with the MoEHE, work each with 6 schools visiting them regularly, helping in identifying standards and targets for the quality of education and in planning the improvement, training
teachers in different areas, monitoring, advising and reviewing.
The University of Bologna, Department of Education, has a technical advisory role in the ICT component supporting and working together with Palestinian Universities and schools and coordinating with UNDP and MoEHE. The University of Bologna’s role (L.Guerra coordinator and scientific referent, E.Pacetti coordinator in Palestine) is to implement the ICT knowledge and a critical practice in the schools providing relevant pedagogical models of the use of ICT, tools (software, videogames, learning objects) and methodologies, orientation, material, best practices, and is monitoring the pedagogical experimentation of the use of ICT in the daily didactic (in classroom) with a bottom-up approach respecting schools, teachers and students within the Palestinian context, using technologies and pedagogical/didactical models sustainable: stressing therefore the use of technologies with a low economical impact and open to a variety of cultural interpretation. The bottom up approach aims to innovate the pedagogy in the classroom, via the integration of ICT in the teacher’s practice using both our general pedagogical models and models locally experimented in a critical and original way (compared to the traditional know-how): in this approach it is important to help teachers to reflect and elaborate on their own performances and produce as a result learning material to be newly utilized in their contexts.
The project, started in 2006, was developed in 3 phases with several changes in terms of scheduling and content due to the specific Palestinian context: in fact it was supposed to end in June 2009 but the MoEHE postponed the final conference until end of June 2010.
Phase 1: Activation of the process (May 2006-August 2007)
Phase 2: Implementation of the intervention (September 2007-December 2008)
Phase 3: Evaluation, dissemination and generalization (January 2009-June 2010).
In March 2010 here was a final Conference in Ramallah about ICT and education: "Towards Utilizing ICT in Schools in Palestine: Initiatives and Challenges". In that Conference E.Pacetti did a speech from the side of University of Bo..
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