<abstract xmlns="http://www.w3.org/1999/xhtml">

The social, cultural and economic changes of this century have inevitably also affected the world of education and training, which, therefore, have renewed paths, objectives and goals.
Internalised knowledge must be re-used creatively in a new context. ‘Knowing’ becomes ‘knowing how’ and then ‘knowing how to be’. Learning is lifelong and is understood as the right/duty of the citizen, who in the globalised world, needs to acquire increasingly specialised skills to face the continuous challenges that modern society offers.
In this perspective, technology should not be exclusively understood in its most technical dimension; it is a precious opportunity for training and learning-teaching. In other words, this work intends to highlight the multi-dimensionality that distinguishes it and allows every teacher, who knows how to use it consciously, to variegate and personalise their educational proposal.
The laboratory, which is intended as a new didactic space, becomes a privileged place for the educational relationship between teachers and learners, who, supported by technology, creatively reach the objectives set out.
</abstract>

The social, cultural and economic changes of this century have inevitably also affected the world of education and training, which, therefore, have renewed paths, objectives and goals.
Internalised knowledge must be re-used creatively in a new context. ‘Knowing’ becomes ‘knowing how’ and then ‘knowing how to be’. Learning is lifelong and is understood as the right/duty of the citizen, who in the globalised world, needs to acquire increasingly specialised skills to face the continuous challenges that modern society offers.
In this perspective, technology should not be exclusively understood in its most technical dimension; it is a precious opportunity for training and learning-teaching. In other words, this work intends to highlight the multi-dimensionality that distinguishes it and allows every teacher, who knows how to use it consciously, to variegate and personalise their educational proposal.
The laboratory, which is intended as a new didactic space, becomes a privileged place for the educational relationship between teachers and learners, who, supported by technology, creatively reach the objectives set out.

Technology and the initial participation of teachers in education: a laboratory experience on Distance Learning in the Primary Education Sciences degree course

Università degli studi di Enna ‘Kore’

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The social, cultural and economic changes of this century have inevitably also affected the world of education and training, which, therefore, have renewed...

Technology and the initial participation of teachers in education: a laboratory experience on Distance Learning in the Primary Education Sciences degree course

Publié en ligne: 28 janv. 2023

Pages: 40 - 46

DOI: https://doi.org/10.2478/rem-2023-0006

Mots clés
skills, education/training, laboratory, media literacy, educational technologies, learning

© 2022 Alessandra Lo Piccolo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Technology and the initial participation of teachers in education: a laboratory experience on Distance Learning in the Primary Education Sciences degree course

Publié en ligne: 28 janv. 2023

Pages: 40 - 46

DOI: https://doi.org/10.2478/rem-2023-0006

Mots clésskills, education/training, laboratory, media literacy, educational technologies, learning

© 2022 Alessandra Lo Piccolo et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
skills, education/training, laboratory, media literacy, educational technologies, learning