1,721,260 research outputs found
Questioni metodologiche, soft skill e integrazione delle ICT / Methodological demands, soft skill and ICT integration
No full textThe attention for university didactics and its innovative and qualifying issues,
is nowadays at the forefront of the educational discourse and
strengthens more and more the opportunity to consider as linked the following
complex constructs: methodological demands, ICT integration, and
conjunct development of both hard skills (disciplinary) and soft skills
(cross-disciplinary). This contribution wants to offer some reflections about
methodologies for academic education from a learner-centred perspective
considering, among the other factors, ICT usage as a crucial issue. As it is
widely acknowledged, it is not enough to act on the level of instrumental
equipment or isolated dimensions of teachers’ knowledge. Instead, there is
the need to foster advanced models aimed at realizing ICT integration in didactics
in operative and procedural ways. Moreover, these models should
go beyond the link among fundamental knowledge types (disciplinary, pedagogical,
technological), to consider students’ characteristics (in terms of
knowledges, hard and soft skills already owned and the ones to be enhanced),
and also educational context (Angeli & Valanides, 2009)
Towards an ICT-TPCK based design: Hybrid Solution for the development of soft skills in Higher Education
Full text linkThe implementation of the ICT-TPCK integrated design procedures (Technological, Pedagogical, Content Knowledge) can foster an effective teachers’ planning thinking. The aim is to consider all the elements as essen- tial to develop an effective integration of ICT in teaching in HIS (Hybrid Instruction Solution) learning environments. A mixed methods study was carried out in 2017-18 involving 42 volunteer teachers. The goal was to design and to implement some onsite/online hybrid solutions to enhance speci c soft skills in the eld of curricular disciplinary teaching. A structured questionnaire was built, administered in and out, and could lead to interesting re ections on some issues that are still open in the Higher Education area: the quality and objectives of teacher training; the effective overcoming of the frontal lesson; the relationship between technological affordances and methodological approaches
Innovative teaching strategies: enhancing the soft-skilloriented approach through integrated onsite-online learning environments
Full text linkABSTRACT
The integration of ICT in Higher Education requires reflective design by
teachers. In particular, from recent international research on the subject, it
emerges that the perspective of the TPCK framework (Technological, Pedagogical,
Content Knowledge) can favour an effective design reasoning of
teachers. Teaching practice requires the implementation of innovative organizational
models for the creation of learning environments that offer continuity
between classroom and distance learning (Hybrid Instruction
Solution). The empirical mix-method research involved a group of volunteer
teachers of different teachings. The objective was to design and implement
innovative teaching solutions using ICT in onsite/online environments to enhance
specific soft skills in students. The results of a questionnaire (CAWI)
given to incoming and outgoing teachers from the experience of designing
and conducting the didactic action will be presented. the TPCK perspective
design of integrated learning environments and the reasoned choice of coherent
methodologies seem to make a soft-skilloriented didactics feasible
Competence Awareness of ICT Integration into Teaching: Technological Dimensions of Learning Experiences within an Erasmus+ KA1 Project for Digital Leader Teachers from Veneto
No full textThis article provides an analysis of data extracted from specific sections of a semi-structured questionnaire filled in by 29 Expert Leader Teachers (Animatori Digitali or AD in Italian) taking part in an Erasmus+ KA1 Project before and after their mobility abroad. These teachers were asked to answer questions concerning the Didactic Dimension, the Professional Managing Context, ICT in Education, Data Processing, Communication, and Content Creation, to the purpose of assessing how their competences had improved in consequence of their experience in the Erasmus+ project. Through a mix-method process, combining the analysis of questionnaires and the reports by the teachers after their mobility abroad, it was possible to compare quantitative and qualitative data with reference to emerging significant categories in the relevant dimensions
Didattica dell'animazione. Contesti, metodi, tecniche
No full textIl volume propone una riflessione sulle teorie, sui contesti e sulle procedure che connotano l'agire animativo in contesti di lavoro sociale nelle aree di agio, rischio e disagio, sottolineandone le potenzialità educative e formative. Pensato come strumento per i professionisti dell'educazione il libro offre un quadro d'insieme della prassi animativa comprensivo di metodi, tecniche e strumenti
La lettura: contesti e strumenti in azione educativa
No full textUn'azione didattica attiva e riflessiva da parte degli insegnanti, unita all'uso di adeguati strumenti e risorse, consente la comprensione della natura processuale dei modi differenti dell'atto del legger
Una ricerca sulle figure di mediazione del tirocinio in Scienze della Formazione primaria
No full textRicerca sulle figura di mediazione del tirocinio nel Corso di Laurea in Scienze della Formazione Primaria dell'Università di Padov
Animazione e trasformazione. Identità , metodi, contesti e competenze dell'agire sociale
No full textIdentità, metodi, contesti dell'animazione socio-culturale. Le funzioni metodologiche e tecnologiche, progettate e ricercate in forma mirata, delineano i contorni dell'animazione nell'ambito della prassi, differenziandone i piani d'azione e le strategie didattiche di realizzazione, rispetto ad un praticantato esclusivamente esperenzial
Didattica dell'animazione. Contesti, metodi, tecniche
No full textIl volume propone una riflessione sulle teorie, sui contesti e sulle procedure che connotano l’agire animativo, sottolineandone le potenzialità educative e formative in prospettiva metodologica. L’animazione si propone come pratica volta a sviluppare progettualità socioculturale nei contesti di azione dell’educazione formale, non formale ed informale di gruppi e comunità, interessando la scuola e l’extra-scuola. In una tensione permanente all'educativo, il metodo animativo consente l’identificazione di tappe progettuali deliberative e decisionali in grado di connettere molteplici contesti, competenze, tecniche, strumenti e tecnologie. Oggi, infatti, il contributo dell’Information and Communication Technology (ICT) offre potenzialità innovative ed inedite soluzioni didattiche. La nuova edizione, riprendendo quanto già sviluppato nel testo precedente, intende offrire al lettore uno spazio di approfondimento anche in questa direzione, affinché le molteplici tecniche attive, riflessive e collaborative possano arricchirsi in senso partecipativo collocandosi anche nella dimensione di ambienti 2.0
Mettersi in gioco e giocare a scuola
No full textIl volume affronta in chiave critica le teorie del gioco integrando i diversi contributi provenienti dalla ricerca scientifica di diversi settori. La metodologia ludico-animativa viene contestualizzata nella didattica della scuola dell'infanzia e primaria come strumento privilegiato per favorire apprendimento attivo e riflessivo. Nello specifico il testo intende esplorare le possibili interazioni e le connessioni pedagogico-didattiche del gioco in relazione alla progettazione, ai contesti d'apprendimento, alle strategie, agli usi ed alle tecniche
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