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Detalles de la revista
Formato
Revista
eISSN
2037-0849
Publicado por primera vez
16 Apr 2015
Periodo de publicación
2 veces al año
Idiomas
Inglés

Buscar

Volumen 8 (2016): Edición 1 (June 2016)

Detalles de la revista
Formato
Revista
eISSN
2037-0849
Publicado por primera vez
16 Apr 2015
Periodo de publicación
2 veces al año
Idiomas
Inglés

Buscar

10 Artículos
access type Acceso abierto

Innovation in education technology: What is the point? Is immersive education the next step?

Publicado en línea: 30 Jun 2016
Páginas: 1 - 3

Resumen

Palabras clave

  • innovation
  • immersive education
  • learning analytics
  • augmented learning
  • augmented reality
  • virtual reality
access type Acceso abierto

Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

Publicado en línea: 15 Jul 2016
Páginas: 4 - 13

Resumen

Abstract

This study aimed to analyse and explore the potential opportunities offered by mobile devices to improve the higher education scenario. In particular, the study was conducted within a teacher education programme. The students attended a course called Educational Technology, which focussed on the use of mobile devices (smartphones and tablets) inside and outside the classroom. We examined the impact of mobile learning on students’ university activities and the changes in the organisation of their studying activity, their learning strategies and their interaction/cooperation levels. After the course, we administered a questionnaire that highlighted some findings concerning the differences between smartphones and tablets in supporting these aspects. We found that both types of devices improved the interaction/collaboration among students and the search for information, which was useful for studying. However, the organisation of studying and the learning strategies were supported only by tablets and for specific aspects of learning. This exploratory research suggests, on the one hand, some possible solutions to improve the quality of university activities, and on the other, it underlines some difficulties that will be analysed more thoroughly in further studies.

Palabras clave

  • higher education
  • mobile school
access type Acceso abierto

The use of video in educational research and teacher training in the digital classroom

Publicado en línea: 16 Jul 2016
Páginas: 14 - 21

Resumen

Abstract

The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.

Palabras clave

  • in-service teacher training
  • information and communication technologies
access type Acceso abierto

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Publicado en línea: 15 Jul 2016
Páginas: 22 - 37

Resumen

Abstract

Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

Palabras clave

  • spaced learning
  • innovative teaching practices
  • school time
  • learning awareness
access type Acceso abierto

The pedagogical concept of laboratory and videogames: learning by having fun

Publicado en línea: 15 Jul 2016
Páginas: 38 - 43

Resumen

Abstract

There are numerous pedagogues who look at new media with interest (Maragliano 2003; Rivoltella 2006;), paying attention also to the world of computer games and, particularly, to the so-called field of edutainment. The educational, cognitive and metacognitive implications of the sophisticated technology devices involved and their characteristics of creativity, socialisation, practicality and engagement, already recognised by experts in the field, qualify these devices to be considered interesting tools for playing and laboratory learning. They should be used to support the traditional didactic and educational activities in order to outline a new idea of laboratory and school.

Palabras clave

  • school laboratory
  • active learning
  • videogames
  • new technologies
  • learning
access type Acceso abierto

Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

Publicado en línea: 18 Sep 2016
Páginas: 44 - 52

Resumen

Abstract

In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

Palabras clave

  • continuous professional development
  • educational video
  • video-scribing
  • whiteboard animation
  • flexible learning
access type Acceso abierto

“Avanguardie Educative”: paths of innovation for schools

Publicado en línea: 18 Sep 2016
Páginas: 53 - 61

Resumen

Abstract

This article presents “Avanguardie Educative” (http://avanguardieeducative.indire.it/), a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.

Palabras clave

  • scholastic innovation models
  • community of practice
  • innovation experiences
  • blended e-learning
  • teaching -learning practices
access type Acceso abierto

Head teacher professional networks in Italy: preliminary results of a national survey

Publicado en línea: 18 Sep 2016
Páginas: 62 - 68

Resumen

Abstract

In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.

Palabras clave

  • head teacher
  • community
  • continuing professional development
  • survey
access type Acceso abierto

Digital artefacts to change the teacher’s practices

Publicado en línea: 18 Sep 2016
Páginas: 69 - 78

Resumen

Abstract

The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.

Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.

The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

Palabras clave

  • Digital competence
  • innovation
  • curriculum
  • didactic transposition
  • teaching of history
access type Acceso abierto

Blended learning and bilingual education

Publicado en línea: 18 Sep 2016
Páginas: 79 - 92

Resumen

Abstract

The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings.

The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students.

The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.

Palabras clave

  • Blended learning
  • bilingualism
  • CALP
  • study skills
10 Artículos
access type Acceso abierto

Innovation in education technology: What is the point? Is immersive education the next step?

Publicado en línea: 30 Jun 2016
Páginas: 1 - 3

Resumen

Palabras clave

  • innovation
  • immersive education
  • learning analytics
  • augmented learning
  • augmented reality
  • virtual reality
access type Acceso abierto

Using smartphones and tablets in higher education contexts: an exploratory study within a teacher education programme

Publicado en línea: 15 Jul 2016
Páginas: 4 - 13

Resumen

Abstract

This study aimed to analyse and explore the potential opportunities offered by mobile devices to improve the higher education scenario. In particular, the study was conducted within a teacher education programme. The students attended a course called Educational Technology, which focussed on the use of mobile devices (smartphones and tablets) inside and outside the classroom. We examined the impact of mobile learning on students’ university activities and the changes in the organisation of their studying activity, their learning strategies and their interaction/cooperation levels. After the course, we administered a questionnaire that highlighted some findings concerning the differences between smartphones and tablets in supporting these aspects. We found that both types of devices improved the interaction/collaboration among students and the search for information, which was useful for studying. However, the organisation of studying and the learning strategies were supported only by tablets and for specific aspects of learning. This exploratory research suggests, on the one hand, some possible solutions to improve the quality of university activities, and on the other, it underlines some difficulties that will be analysed more thoroughly in further studies.

Palabras clave

  • higher education
  • mobile school
access type Acceso abierto

The use of video in educational research and teacher training in the digital classroom

Publicado en línea: 16 Jul 2016
Páginas: 14 - 21

Resumen

Abstract

The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.

Palabras clave

  • in-service teacher training
  • information and communication technologies
access type Acceso abierto

Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness

Publicado en línea: 15 Jul 2016
Páginas: 22 - 37

Resumen

Abstract

Currently, the ‘time’ variable has taken on the function of instructional and pedagogical innovation catalyst, after representing-over the years-a symbol of democratisation, learning opportunity and instruction quality, able to incorporate themes such as school dropout, personalisation and vocation into learning. Spaced Learning is a teaching methodology useful to quickly seize information in long-term memory based on a particular arrangement of the lesson time that comprises three input sessions and two intervals. Herein we refer to a teachers’ training initiative on Spaced Learning within the programme ‘DocentiInFormAzione’ in the EDOC@WORK3.0 Project in Apulia region in 2015. The training experience aimed at increasing teachers’ competencies in the Spaced Learning method implemented in a context of collaborative reflection and reciprocal enrichment. The intent of the article is to show how a process of rooting of the same culture of innovation, which opens to the discovery (or rediscovery) of effective teaching practices sustained by scientific evidences, can be successfully implemented and to understand how or whether this innovation- based on the particular organisation of instructional time-links learning awareness to learning outcomes.

Palabras clave

  • spaced learning
  • innovative teaching practices
  • school time
  • learning awareness
access type Acceso abierto

The pedagogical concept of laboratory and videogames: learning by having fun

Publicado en línea: 15 Jul 2016
Páginas: 38 - 43

Resumen

Abstract

There are numerous pedagogues who look at new media with interest (Maragliano 2003; Rivoltella 2006;), paying attention also to the world of computer games and, particularly, to the so-called field of edutainment. The educational, cognitive and metacognitive implications of the sophisticated technology devices involved and their characteristics of creativity, socialisation, practicality and engagement, already recognised by experts in the field, qualify these devices to be considered interesting tools for playing and laboratory learning. They should be used to support the traditional didactic and educational activities in order to outline a new idea of laboratory and school.

Palabras clave

  • school laboratory
  • active learning
  • videogames
  • new technologies
  • learning
access type Acceso abierto

Innovations in the continuing professional development of foreign language teachers: from blended learning to visual-based learning, choices of emotional and instructional designs

Publicado en línea: 18 Sep 2016
Páginas: 44 - 52

Resumen

Abstract

In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.

Palabras clave

  • continuous professional development
  • educational video
  • video-scribing
  • whiteboard animation
  • flexible learning
access type Acceso abierto

“Avanguardie Educative”: paths of innovation for schools

Publicado en línea: 18 Sep 2016
Páginas: 53 - 61

Resumen

Abstract

This article presents “Avanguardie Educative” (http://avanguardieeducative.indire.it/), a cultural movement founded to gather the most significant experiences of organizational and educational innovation in Italian schools and encourage transformation of the traditional lecture-based school model. With the aim of supporting an innovation process that has emerged from bottom -up reasoning, INDIRE (National Institute for Documentation, Innovation and Educational Research) and 22 founder member schools (advanced schools) have produced a manifesto based on seven pillars that inspired the “Gallery of 12 Ideas” -experiences of innovation re-elaborated by researchers based on experience gained in certain Italian schools, which, some time ago, began to gradually change the organization, school time and space for teaching in ways that would encourage pupils to take an active role in teaching -learning processes. The Avanguardie Educative movement currently includes 416 schools that are trying out the ideas, with support from the advanced schools and INDIRE, aided by a blended coaching process designed to build a professional community of practice.

Palabras clave

  • scholastic innovation models
  • community of practice
  • innovation experiences
  • blended e-learning
  • teaching -learning practices
access type Acceso abierto

Head teacher professional networks in Italy: preliminary results of a national survey

Publicado en línea: 18 Sep 2016
Páginas: 62 - 68

Resumen

Abstract

In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.

Palabras clave

  • head teacher
  • community
  • continuing professional development
  • survey
access type Acceso abierto

Digital artefacts to change the teacher’s practices

Publicado en línea: 18 Sep 2016
Páginas: 69 - 78

Resumen

Abstract

The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.

Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.

The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.

Palabras clave

  • Digital competence
  • innovation
  • curriculum
  • didactic transposition
  • teaching of history
access type Acceso abierto

Blended learning and bilingual education

Publicado en línea: 18 Sep 2016
Páginas: 79 - 92

Resumen

Abstract

The purpose of the applied research presented herein is to devise and promote language teaching paradigms that are intended to develop bilingual abilities in second-generation Latin Americans (aged 11-12 years) in the Italian middle school, thereby recovering their original linguistic background, while amplifying their knowledge of Italian, thus redefining a carefully balanced, pluralistic linguistic framework. Moreover, the study aims to establish a bilingual teaching model that may also be applied to different language pairings.

The LI.LO (acronym for Italian Language/Native Language) programme was designed and delivered in blended learning on Sybra/CLiRe (Centro Linguistico in Rete) platform of the University of Genoa and it focuses on the development of bilingual skills with respect to academic language, cognitive abilities, and computer competence. It promotes language proficiency and the complete integration of non-Italian, second-generation Latin American students.

The first part of the study illustrates Italian linguistic policies, underscoring the need to close the gap between the actual state of the Italian school system and extant norms. The second part of the study shows the theoretical and methodological assumptions of the blended model of the course LI.LO as well as the course activities. The third part of the article shows the results of the evaluation and self-evaluation questionnaires administered after the study’s completion.

Palabras clave

  • Blended learning
  • bilingualism
  • CALP
  • study skills

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