1,720,956 research outputs found
SELFIE for TEACHERS: a self-assessment tool for the professional development of teachers
Full text linkL’avvento delle tecnologie digitali nell’educazione ha reso fondamentale lo sviluppo di competenze digitali tra i docenti, supportato dalle linee guida delle politiche educative internazionali. Il presente contributo si propone di esaminare i risultati di un’indagine svolta nell’ambito dei percorsi di formazione degli insegnanti condotta attraverso l’uso dello strumento Selfie for Teachers, un questionario online sviluppato nell’ambito dell’iniziativa europea DigCompEdu (European Commission, 2017). Il questionario, composto da 32 item che riflettono le 22 competenze del quadro europeo sulle competenze digitali per l’educazione, è stato somministrato a un campione di 63 insegnanti frequentanti i percorsi di abilitazione all’insegnamento per le scuole secondarie di primo e secondo grado presso l’Università di Palermo nell’a.a 2023/2024. L’articolo analizza criticamente i risultati, indagando le aree di forza e debolezza e proponendo riflessioni sulla personalizzazione dei percorsi di sviluppo professionale e sull’uso delle tecnologie per migliorare la didattica inclusiva e accessibile.The advent of digital technologies in education has made the development of digital competencies among teachers essential, supported by the guidelines of international educational policies. This contribution aims to examine the results of a survey conducted as part of teacher training programs using the Selfie for Teachers tool, an online questionnaire developed under the European DigCompEdu initiative (European Commission, 2017). The questionnaire, consisting of 32 items reflecting the 22 competencies of the European framework for digital competencies in education, was administered to a sample of 63 teachers enrolled in teacher training programs for lower and upper secondary schools at the University of Palermo during the 2023/2024 academic year. The article critically analyzes the results, exploring areas of strength and weakness and offering reflections on the personalization of professional development pathways and the use of technologies to improve inclusive and accessible teaching
Etica e Intelligenza Artificiale: un’analisi qualitativa con i futuri docenti di scuola dell’infanzia e primaria
No full textLe attuali politiche e linee guida delle organizzazioni internazionali per l’Intelligenza Artificiale nell’educazione (AIED) e nella ricerca mettono in luce le molteplici sfide etiche e pratiche derivanti dall’integrazione dell’Intelligenza Artificiale (IA) nell’ambito dell’educazione quali: privacy e protezione dei dati, disuguaglianze, bias e discriminazione, trasparenza e, qualità e personalizzazione dell’apprendimento. Il contributo si propone di analizzare qualitativamente i risultati emersi da un questionario, somministrato a un campione di 244 futuri docenti, studenti di primo anno del Corso di Scienze della Formazione Primaria, durante l’Insegnamento Tecnologie Didattiche, presso l’Università degli Studi di Palermo. Il questionario indaga le sfide etiche sopra delineate, offrendo una panoramica delle percezioni dei partecipanti riguardo all'applicazione dell’IA nell'educazione.The current policies and guidelines of international organizations for Artificial Intelligence in Education (AIED) and research highlight the numerous ethical and practical challenges arising from the integration of Artificial Intelligence (AI) in the educational field, such as privacy and data protection, inequalities, bias and discrimination, transparency, and the quality and personalization of learning. This contribution aims to qualitatively analyze the results from a questionnaire administered to a sample of 244 future teachers, first-year students of the Primary Education Sciences Course, during the Teaching Technologies course at the University of Palermo. The questionnaire investigates the aforementioned ethical challenges, providing an overview of the participants’ perceptions regarding the application of AI in education
Affrontare la Dispersione Scolastica: Gamification nella Didattica secondo i Futuri Insegnanti
No full textLa dispersione scolastica continua a essere un problema critico nel contesto educativo
contemporaneo, richiedendo soluzioni innovative e mirate. La gamification emerge come una strategia innovativa e promettente per il successo scolastico degli studenti, infatti, attraverso l'integrazione di elementi ludici e motivazionali, offre un approccio dinamico e coinvolgente per migliorare l’apprendimento.
Il seguente contributo, attraverso la progettazione e la somministrazione di un questionario, si focalizza sull'analisi delle percezioni dei futuri docenti, studenti di primo e secondo anno di Scienze della Formazione Primaria dell’Università degli Studi di Palermo, riguardo l'implementazione di questa metodologia innovativa.
L'analisi dei dati ha evidenziato una tendenza positiva e un'ampia accettazione nei confronti dell'impiego della gamification, mettendo in risalto il potenziale nel migliorare l'engagement degli studenti, stimolare la partecipazione attiva e favorire il raggiungimento degli obiettivi educativi.
Tuttavia, emergono anche sfide e limitazioni, tra cui la necessità di una progettazione curriculare mirata e l’importanza di prevedere una formazione specifica per i docenti.
Lo studio fornisce una panoramica iniziale delle percezioni dei futuri docenti riguardo l'utilizzo della gamification nella didattica e fornisce importanti spunti per la progettazione di interventi didattici con l'obiettivo ultimo di contribuire alla riduzione della dispersione scolastica e migliorare l'esperienza di apprendimento degli studenti
Are future teachers ready to integrate artificial intelligence into education? An evaluation of a training intervention on a sample of italian pre-service teachers.
Full text linkLo studio ha esaminato la percezione dell’IA da parte di futuri insegnanti dopo un training di 9 ore sulle sue applicazioni educative. Questionari pre/post hanno valutato cambiamenti in conoscenza, fiducia, facilità d’uso e intenzione d’uso. I risultati mostrano miglioramenti significativi, confermando l’efficacia della formazione mirata per l’integrazione dell’IA nella didattica.This study examined pre-service teachers’ perceptions of AI following a 9-hour training on its educational applications. Pre/post questionnaires assessed changes in knowledge, trust, perceived ease of use and intention to use. Results showed significant improvements, confirming the effectiveness of targeted training in promoting AI integration in education
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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