POSSIBILI CONTRIBUTI (NOVEMBRE 2010):

LIVIA CASAMASSIMA: An eTwinning project: Music Library

The project “ Music Library" is an etwinning project and was born from the partnership between the Greek Music School of Thessaloniki and Scuola Primaria di  Ferrandina (Italy). 2 more partners ( from UK and Turkey) joined the project. We created a Music Library which can be used also by students with special educational needs (electronic Braille music format). With the help of their teachers, students created an electronic musical library with music from European countries : children's songs, Italian opera, Greek traditional music, Byzantine chant, new music compositions, etc. Every music or song was used to develope multidisciplinar activities; some of them were collected in Power Points Presentations. 

One of most exciting activities was making a video from the tale The Pied Piper of Hamelin:  Italian pupils wrote the score, English children drew the puppets, Italians made the puppets and the video, then Greek and UK partners registered the sound tracks and the short movie was assembled. Communication was achieved through the TwinSpace forum.

 

 

DOMIZIO BALDINI The class beyond the class
Key points for implementing an innovative teaching strategy using mobile devices:
a)"School" is not anymore the only Educational agency in our social context, just thinking of the spread of media and their power of communication / education.
b) Students often use more technology at home than at schools.
c) Mobile devices can also expand the learning process beyond the traditional school space and time, using collaborative learning and creating wider social and educational communities, even in an European and world economy.  

 

LINDA GIANNINI, CARLO NATI E SCUOLA DI ROBOTICA Beyond the class, beyond the school, beyond... in other words, this is documentation and communication 2.0 for children. The chapter deals with topics from the case study PuntoEdu and  it is focused on educational courses from kindergarten to university and to SSIS (a sort of master school on educational methodology). Moreover in this chapter we analyze different learning environments (like websites, blogs, wiki, podcast, MSN, skype, school in hospital and others) focused on the mediation of tales (like Narnia, Pinocchio, Coppelia,...), on invented tales, artistic handmade, science, and robotics. Obviously in this chapter we have to present our experience about synchronous meetings (3D chat, Skype, MSN...). 

 

  

ANGELA DI BURRA: INTERACTIVE WORK. Using the innovative cooperative learning model with ICT in primary school students. ICT and E-learning can facilitate knowledge creation and sharing. Through the creative cooperative learning model, the interactive whiteboard assists students’ learning because of the interaction between students and teacher.

 

TERESA RUSSO:  Educational activities for digital natives. This chapter focus on open source to create and manage didactic units in several disciplines of primary school.

 

PATRIZIA BOLZAN , ELISA FONNESU & MARIA TERESA CARRIERI: Liquid publication. This is an experience of collaboration between several Italian schools. By using the tools of Web 2.0 (blogs, wiki, multimedia technology) students told their experiences, communicated their knowledge and learned from others. Particularly significant was the establishment of a blogosphere that is, a network of blogs of different schools, that gave students better understand the geographic reality of the schools partners  (history, landscape, traditions, food, songs, local culture, etc. ..) and learn from their school experiences.

 

STEFANIA CARIOLI: Keeping changing: blog technology to improve a difficult class. We report about the improvements achieved using web 2.0 technologies in a very difficult K12 5th grade class presenting learning disabilities, Italian used as a second language, poor family conditions. The key element was the blog in which kids contributed to keep track of their joint activities. Their families could access to this blog too. The activities involved topics on history related to the local environment, collaborative writing experiences and visits to high tech facilities and science history museums. 

 

MONICA DELLA CRISTINA: Podclass. Podclass, a multimedia opportunity of an primary school: to share experiences and emotions; to learn enjoing themselves: chants, music and songs, stories and other else with podcast. Podclass is a website of Como Scolastic Office that collects and shares experiences of the territorial schools. After preparing a topic each class gets to the Podclass Center for a multimedia record that will be published on the specific website. It’s a way to bring ICT in the daily didactics and overall to open the school to the world thanks to the web 2.0 instruments.

 

Chapter 8: BARBARA BEVILACQUA:

"3T project: Tessere Tanti Testi (composing a lot of texts). Learning object web 2.0
A meaningful learning experience with technology" It’s a collaborative wiki (3T wiki) of learning object web 2.0, defined “learning seeds”, created with web 2.0  philosophy, through FLOSS application and according to co-construction and sharing knowledge bottom-up process. “Learning seeds” are meaningful learning paths built with and for primary school students. They concern in different textual typologies (scientific text, subjective or objective descriptive text, poetic text, creative writing, calligrams, expositive-informative text etc.). Using different languages and codes: text, images, interactive images, audio and video record produced with the LIM; and also: podcast, interactive games, e-books, simulations, laboratories etc. planned and realized by diverse webtop applications. Students and teachers have narrated and documented the whole learning path in ship’s log (3T blog).

This project won the first prize in "A scuola di innovazione" national competition.

 

ALESSANDRA CANNELLI: Il progetto Netbook Educativi- pedagogia 1 a 1. Un progetto pilota di Acer ed EUN Schoolnet. This is a pilot project that involves ten Italian schools and other schools in Germany, UK, France, Spain and Turkey. It includes the use of netbooks in the classroom for teaching 1 to 1. In collaboration with networking with other European schools.

 

LINDA GIANNINI Europe for children offers different educational methods and paths from EUN projects in network with other schools of the community. The chapter is focused on:

- eTwinning projects (from 2007 up to now, and still in progress;

- Spring project (from 2002/03 up to now. 

 

LUCA PIERGIOVANNI: CHOCOLAT 3B

A didactic podcast to make radio and cinema at school, with interviews to the world leading experts in the ICT learning employement; comparisons between poetries, songs and works of art,networked literacy classes for elderly people, European e-twinning, podcasting lessons for teachers.

 

ELENA FAVARON: Scientific training through the web, not only school books. Online databases to help teens in scientific information verification. Critical analysis of news.

 

MIRKO LAMBERTI: “Conversion table”. Analysis of class practices and resources actually used. From Join classroom to lesson presentation using Skipe videoconference, Muve, Second LifeAfter, Open SIM, e-Logbook, LIM, sw Smart/Interwrite, Tablet PC, Voice Thread, ecc

 

ELENA PEZZI: Four steps through ICT. Some ideas to use Web 2.0 tools to create cooperative learning spaces: social networks, blogs, eTwinning projects for both teachers and pupils of Italian secondary high school

 

MAURIZIO MAGLIONI: E-Learning and E-Teaching - Collaborative work using the new technologies in Higher Education. When technology works in the classroom and when it doesn't work

We often forget that technology has revolutionized the human existence making available the universal knowledge. In the school this revolution has not modified the didactic sciences. The most careful teacher easily understands that if sciolism (?) in the science had little meaning 15 years ago, today to have it as objective for  students is substantially insane.  Yet he keeps on asking to the students to do researches as if they still need an encyclopedia and to recopy everything.  You need therefore to continuously review the methods and the new opportunities of the net without never forgetting again that the information is now easily always available but the ability of criticism and elaboration of the data are acquired only with the hard job.

 

 

Chapter 16: PAOLO PUMILIA: L'uso delle ict, in particolare dei dispositivi tascabili, per promuovere la didattica in autonomia degli studenti: lezioni registrate ed esercizi, test, etc, da fruire all'esterno dellla scuola.

 

Chapter 17: ANNALISA  MARTINI:  TEACHING ACTIONS FOR A SUCCESSFUL LEARNING ENVIRONMENT:

How can teachers communicate with their students? Even an old “splinder” blog can help teacher, students and parents to keep in touch, be aware of the work in progress and evaluate what’s going on. This is an example of blog used as materials and activities archive for some classes in a vocational school during the school year 2009/2010 (ISISS P. GIORDANI - PARMA)

 

Chapter 18: GIOACHINO COLOMBRITA e FARMESCHI NICOLETTA: “The family in society and the Constitution”. The project   was implemented in the network, with methods of collaborative learning between two different classes and levels are geographically distant (3A/B Primary School Casteldelpiano-3Bss Vocational School Cesena) for a total of 52 students, as well as the social center for elderly F. Arrigo in Casteldelpiano. For four months students and elderly have cooperated and are compared on videoconference and on the Moodle platform specially crafted. This has developed an educationally effective and humanly constructive confrontation, during which issues concerning the elderly have been extensively detailed . Useful was the LIM class, which allowed students to benefit from the Internet when necessary, and videoconferencing links from your class with the project partners with ease. The working materials and activities preparatory meetings by videoconference (documents, lessons, photos, video and audio podcasts, drawings, reports, activities, questionnaires, chat, forum) have found a place in a precise and ordered course of portal LMS institution allowing a continuous interaction between students and teachers, who worked there from home. We also made a video album: http://vimeo.com/album/229611

This project won the "A scuola di innovazione" national contest, 2010 edition. [non questo, ha vinto l'altro progetto che ho presentato, Net4Voice]

 

 

Chapter 20: LUCIANA GUIDO - From school to real life using ICT in the language class: “Migration issues: a humanistic approach”

This project, between Italy and Cyprus, was meant to build bridges between cultures since social peace and balance can be achieved only by means of integration, cooperation, respect and sharing of common values. Partners worked in eTwinning, they built groups that had to investigate on the migrant phaenomenon starting from the evidence in their own country: the topic of refugees for Cyprus and  economic migrants for Italy.

Workgroup and peer learning enabled both partner classes to get more and more involved in the effort to make themselves understood by their partners through the use of English and ICT in an amazing way and guaranteed long lasting results. The most involving and creative use of ICT led to the shooting of a short film about  Italian migrations in the XIX century, that  gave room to students’ feelings on the issue. Pupils  also experieced  planning,  acting, shooting and editing activities while exploring  both their own and the ICT expressive and creative possibilities. 

This project won Quality Certificate. It's included in eTwinning programme http://www.etwinning.net/en/pub/index.htm

ordine di scuola: secondaria 2 grado

 

Chapter 21: CLEMENTINA CROCCO: EducARTechnology-instructions for art:

The main goal of this project is to motivate students to study art history not only during the school lessons, but also in their free time. Partners believe in the enormous value of spreading artistic information as a way to make the new generation aware of the importance of respecting their masterpieces,  through discovery activities, which let students to improve not only their iconographic knowledge, but also their critical skills. The use of ICT contributes to enhance the universal value of artistic outputs, to analyse and understand them, so that pupils can also recognize themselves in them. ICT tools are the basic motivating force of the project and lead students, step by step, to express their own aesthetic sense. 

 

Chapter 22: MARIA ANTONELLA PERROTTA: eTwinning project: an adventure between language and culture! 
This project is open to all people who love poetry, and it wants to propose topics and languages of poets to European students (14 -16 old) and their teachers, using English and ITC technologies. Young people will exchange poems of their countries in their own languages and in English translation, but also their poems, whether they write. We hope many students and teachers and schools in all European countries will take part in this project: let’s go for a walk in the wonderful world of poetry!

 

 

Chapter 23: GIANFRANCO ZAVALLONI: to a slow school, the snail pedagogy. A new educational journey has begun. Dear parents, teachers, educators (and all those that rotate around to schools and education) begin to "think together" about the meaning of our time's education and the need to adopt teaching strategies in order to slow down.

 

Chapter 24: MARIA CALABRETTA: An experience to use Robotics to improve English learning. Experiences for primary and secondary level.

 

Chapter 26: SARA COSTA: Active and inferential reading.
This chapter describes a reading activity carried out with a class of secondary school students to enhance their metacognitive awareness about the reading process in texts with many unfamiliar words. The experiment is based on a constructivist approach and made it possible to let students understand their strategic reading potential.

 

 

Chapter 27: SILVA PAVANI: Physics and creative thinking connected by a bit

How to have fun building a text of personal and highly personalized notes.

 

Chapter 28: MIRKO LAMBERTI: Future is Video
Abstract: Students explain to students. A Videocourse (about Power Point) made in classroom from students for our collegues. Instruments for support explanation (LIM, software, etc.) and instruments for consult it (PC, PDA, ecc.). With the possibility of following a lesson anywhere. [Possible development of a "didattica partecipata (partecipated didactic /teaching/learning)".] --> Possible development of a cooperative learning across class, institute and years.

 

Chapter 29: ELISA FONNESU: Through the discovery of the world

A scientific laboratory developed through practical work and observation to encourage the curiosity and interest to the world of science and technology and promote the acquisition of specific disciplinary skills.

 

Chapter 30: ELENA FAVARON and CHIARA TRABELLA: SCIENCE LAB FOR DUMMIES.  We report here different strategy to teach science, such as role game, and we suggest to use the natural sense of rebellion of young people to motivate the scientific activity. Here it is also told in details how to build a science kit and play experiments.

This project won the ECOREBEL award, 2010 edition.

 

Chapter 31: PAOLO BENEVENTI: virtual museum of small animals. It is a virtual museum found and shared by children.By shooting videos and photos, they began to collect pictures of insects, spiders, millipedes, snails. They chose to write very little text in English, as that's the most used language in the world. Starting from scientific names, everyone can go and look on the net for other news

 

Chapter 32: GIULIANA MASSARO:  Podcast, an experience in special needs education
Podcast "Radio Tangram" is a multimedia communication tool for primary school pupils. Students become writers, authors, users of online communication. It develops situations where individual talents are encouraged and valued, even in case of children with special needs. Experience a year with visual impairment in student tells of the importance of an easy to use by teachers (non capisco) and has promoted inclusion and results in terms of improvement of learning and relationships into the class. The tool makes the web 2.0 accessible to all, nobody is excluded.

 

Chapter 33: ELENA FAVARON: Freeware software to help discalculic child. Can discalculic children learn multiplication tables? Through the use of dedicated software they can also perform addition subtraction multiplication and division. In this chapter we offer some methods to teach math in SLD children.

 

Chapter 34: GIOACHINO COLOMBRITA: The Net4Voice project aims at presenting a methodology focused on using Speech Recognition (SR) technologies and assessing their impact in learning and teaching processes. The targeted SR technologies transform speech in real time digital text, by generating electronic transcriptions synchronised with the audio and/or video. The transcriptions are saved in open and portable formats that can be delivered through different channels/devices, such as Braille text only, audio only, accessible HTML interface with audio synchronised with text, and also as podcast. The project aims at raising awareness and deepening knowledge about the impact of SR technologies in school. It considers the impact of SR technology in classes held in three of the main European languages such as Italian, English and German, attended by different kind of students, such as students with disabilities or second language learners that could specifically benefit from the adoption of learning methodologies based on multiple and accessible ICT tools. The project aims at defining a strategy for transferring the SR testing results to other EU partners.

 

Chapter 35: CARMELA DELL'ARIA: Integrating the real and virtual world for language education: Second Life as virtual platform for collaborative learning  This presentation aims at sharing the experience of an Italian researcher, Carmela Dell’Aria (University of Palermo - University of Venice), had in the design, testing and implementation of two short courses in Italian, with a strong focus on the development of oral language proficiency, for students of Italian as a foreign language. The courses were held in SL, which was used as a virtual platform for foreign language education and learners engagement. In this paper, the researcher wants to share what she learnt during this action research, whose aim was to use Second Life for stimulating the oral production and to expose foreign students to facets of Italian culture. The researcher investigated  the potentials of MUVEs for foreign language learning, as well as the factors that impact the learners’ language.

 

Chapter 36: CARMELA DELL'ARIA: Teaching and Learning in Immersive Worlds: Practical usage of instructional tools in virtual worlds.  This presentation aims at sharing the experience of an Italian researcher, Carmela Dell’Aria (University of Palermo), had in the design, testing and implementation of courses, with a strong focus on training groups of teachers in SecondANITeL and of students in Language Teaching Technologies (TDL) degree from the University of Palermo. The courses were held in SL, which was used as a virtual platform for training and learners engagement. In this paper, the researcher wants to share what she learnt during this action research, whose aim was to use Second Life for training colleagues and students learning how to use Virtual Worlds as immersive environments for language education as a support to the face-to-face classes. It was investigated  the advantages and limitations of teaching in virtual worlds training students (teachers and future teachers) with practical usage of instructional tools in virtual worlds.

 

Chapter 37: ANNALISA BONIELLO: Science in 3D virtual world: affordances

This work shows some examples about use of 3D virtual world  in science. I have teach science using Second Life and Opensim, in laboratory "learning by doing" , 10 hours, in wich students (teachers) build cells, atoms and molecules, DNA. In this laboratory students  work with a Wordgrid and other tools.

 

Chapter 38: ADRIANA SARTORE - Beyond the blackboard: teaching and learning with the language of video

It is an experimentation using the cinematographic and audiovisual language in teaching methodology in primary school (D.D. Cassola - VI), producing  videos and cartoons.With this project we want to train the students to multimedia: to promote the learning of multimedia languages, to make the teaching methods more and more efficient both in single subjects and in general abilities, to learn how using videos can help the practical teaching method.

Just like writing and words, moving pictures have a part in communication. They can be both means to realize artistical masterpieces and instruments  to disclose informations, a way to express oneself or to supply  with  documents some facts, giving to narration (made with words, music or writing) new ways to express.

The revolution made by computers allows the schools to take possession of the moving images and to use them as a  real way to express in everyday teaching method.

We think that the most important ideas are these:

• students could acquire the abilities to realize their works in the multimedia laboratory on their own;
• videos can be seen for a long time and they could become patrimony of the didactic method used at school (the videos become then DVD);
• these videos can be seen using a simple DVD player (television or computer) or using the Net.

 

This experience involves all the subjects and it helps each student to develop his own abilities and to express himself with a lot of different languages. 

There are also some questions that this project points out:

• what is a digital video and how can it be used in teaching ?
• how is possible to create a video with a computer and realize then an audio-video?
• how to create and to process sounds by a computer?
• how to use videos during a lesson or in other teaching activities?
• how the use of video presentations can change the way of teaching?

If you want to see some of the videos carried out by the school click here:

http://www.youtube.it/scuoladibase

http://www.livestream.com/oltrelalavagna

http://web.me.com/adrianasartore

39. VINCENZINA  PACE : Co-costruire il proprio sé e il proprio sapere: blog, multiblog, lim e papershow per una didattica oltre le  discipline.

 Le tecnologie per motivare a "intellegere il mondo" in modo autonomo e condiviso 

 

Chapter 40: ANNALISA BONIELLO e ANTONELLA ELIA: 3D SCIENCE CLIL LAB

(è STATO INSERITO COME ESPERIENZA in ambienti 3D CON GLI ALUNNI DI UNA SCUOLA SECONDARIA DI I GRADO E DI II GRADO)

“3D Science CLIL LAB” is a 3D laboratory  in English on science content (CLIL)  in Opensim (open source world) with storytelling strategy. It's aimed to create an English story in cooperative learning and with learning by doing. This project is in YouTube. This work is with secondary school students.

 

Chapter 41: ROSA TIZIANA BRUNO

Teaching contaminated by marketing: the dangers of digital storytelling. Towards the appropriate use of digital storytelling.
(in Italiano: La didattica contaminata dal marketing: i pericoli dello storytelling digitale. Verso un uso corretto della narrazione digitale).

 

 Chapter 44: PAOLO MANZELLI:  Science education in the net.

The networking in Science Education has a value complementary to the normal science programs. In fact the model of science education in networking enables the sharing, the experimentation and the comparison of trans-disciplinary knowledge aimed at conceptual understanding of innovation and the problems of contemporarily development. The correlation between nutrition and health, based on research elle "nutrigenomics", is an example developed by EGOCREANET for the creation of community of science learning in the networking strategy. A second example of high educational value of training in social and ecological consciousness of young people, 'consists in the program of EGOCREANET that relates the concept of development of Green Economy to preserve bio-diversity in life systems. The instruments used for science education through ICT is based on the production and dissemination of innovative teaching materials, made through the on line search professional literature search and through a cognitive elaboration aimed at facilitating the various levels of understanding and interactivity for the different ages of development of young students.                   



 

Chapter 45.MARIA TERESA CARRIERI The Goblins of four seasons.

The WebQuest? A web search but not only.

The Goblins of the Four Seasons  aims to develop an attitude of respect and protection of students' natural and cultural heritage, while guiding them, to gain awareness of other cultures and environments. The theme of the project is tied to the four seasons. Guided by the instrument of the WebQuest, students  acquire information on Internet, access to virtual encyclopaedias, libraries, art galleries and museums,  complement the knowledge gained online to their personal experience and data from direct observation of reality, use multimedia tools to rebuild and exchange their experience and knowledge (power point, web gallery, word, video graphics, email, chat, videoconferencing), come closer to important masterpieces of our culture and  realize an early form of revision through the creative use of ICT ( drawings, photos, slideshows, filesharing, videos). Students used a wiki as  repository of web researches and a blog  to narrate their experiences or creatively develop their knowledge.

 

Chapter 46. INES MARRAS: I DO, I THINK, I LEARN
I hope to explain to young teachers (that are'nt accustomed to work at school teaching all the subjets) how to teach students to read, to write, to count by the "learning by doing" phylosophy applied to all disciplinary subjet and to conduce them to a complete knowledge of a key subject.

learning by doing primaria

Chapter 47: NICOLETTA FARMESCHI: Experimental teaching 3d linked learning to read in first grade of Primary School  The project won the Gold award for the use of a teaching multimedilità crossing from side to side and allows children to use digital tools on a daily basis, having faced them always open Scuola3d as reference for the construction of knowledge personal and collective. Goals: learning to read in first grade (direct and inverse syllables from the composition of words and phrases). Experience has won the Gold award for Best Practice of the Italian school in 2008, and is included in its national database.

 

PAOLO MANZELLI: The networking in Science Education has a value complementary to the programs of science normally dealt in their traditional disciplinary subdivision . In fact the model of science education in networking enables the sharing,the experimentation and the comparison of trans-disciplinary knowledge aimed at conceptual understanding of innovation and the problems of contemporarily development.La correlation between nutrition and health based on research elle "nutrigenomics" is an example developed by EGOCREANET for the creation of community of learning of science in the networking strategy. A second example of high educational value of training in social and ecological consciousness of young people, 'consists in the program of EGOCREANET that relates the concept of development of Green Economy to preserve bio-diversity in life systems. The instruments used for science education through telematics networking is based on the production and dissemination of innovative teaching materials, made through the on line search professional literature search and through a cognitive elaboration aimed at facilitating the various levels of understanding and interactivity for the different ages of youth development of young students. Paolo Manzelli 11/LUGLIO/2010, FLORENCE. Pmanzelli.lre @ gmail.com

 

VINCENT MESPOULET: "L'éducation publique a-t-elle peur des réseaux sociaux ?"
A travers l'expérience du réseau social éducatif international l'Ecole Hors les Murs / School Beyond the Walls / Scuola oltre i muri , nous montrerons les potentialités de l'intégration des Tice dans l'acte pédagogique mais aussi les résistances que rencontre la créativité pédagogique en se confrontant aux pesanteurs administratives de notre système éducatif français. Notre réseau qui compte plus de 1500 membres enseignants, élèves, étudiants, parents répartis dans une centaine de pays sert de lieu expérimental d'élaboration de nombreux projets collaboratifs où nous expérimentons un grand nombre d'outils du web 2.0 mis au service d'une pédagogie du projet. Nous ne nous contentons pas d'être des passeurs de technologies à travers nos etwinnings et nos Comenius, nous travaillons aussi à réfléchir les formes nouvelles d'éducation en modes présentiel, hybrides et distant, nous travaillons avec des éditeurs et des artistes pour ouvrir les champs du savoir et imaginer de nouveaux supports et de nouvelles ressources numériques orientées vers la production pédagogique, nous explorons les possibilités de créer une intelligence collective globalisée en soutenant les initiatives d'enseignants des pays du Sud en Afrique et en Asie. L'analyse du chaos éducatif mondial avec le basculement des politiques éducatives dans chaque pays permet de mieux comprendre la nécessité d'un changement complet de paradigme éducatif qui peut aboutir à la refondation de l'école publique.

 

BARBARA LETTERI:
Il termine Media Education viene a indicare, sia l’“educazione con i media”, considerati come strumenti da utilizzare nei processi didattici e come parte dell’esperienza che gli alunni devono fare con i media, sia l’“educazione ai media”, che si riferisce piuttosto alla comprensione critica dei testi e del sistema dei media. La ME propone una strategia non puramente difensiva, limitata a “proteggere” i minori dagli effetti negativi dei media; sostiene piuttosto una “strategia di attacco”, finalizzata a fornire ai minori una competenza mediale o empowerment. La ME assume anche una connotazione sociale e politica: si rivolge al “cittadino” perché non sia un semplice fruitore acritico dei media.
Spesso però nella scuola la Media Education soffre di tre grandi limitazioni: non sistematicità: spesso non è frutto di una programmazione ragionata e condivisa, ma della buona volontà di alcuni docenti. Non organicità degli interventi: interventi occasionali e a sé stanti, piuttosto che di tasselli di un piano complessivo e organico; scarsa interdisciplinarità: non hanno coinvolto il collegio dei docenti e i consigli di classe.
L’intenzione della ns. scuola è stata quella di effettuare un percorso organico della durata di un intero anno scolastico che ha coinvolto diverse insegnanti e classi ed alcuni genitori. E’ stato condiviso all’interno degli organi collegiali e inserito nel Piano dell’Offerta Formativa d’Istituto.

BARBARA LETTERI: The term “Medium Education” comes  to indicate, or a “education with the average”, considered like instruments to use in the didactic processes and like part of the experience that the pupils must make with the average, or the “education to the average”, than refers more rather to the critical understanding of the witnesses and the system of the average. ME it proposes a strategy not pure defensive, limited “protect” the minors from the effects negatives of the average; it supports a “strategy rather than attack”, finalized to supply to the minors a mediale competence or empowerment. ME it assumes also a social and political connotation: one addresses the “citizen” because it is not a simple dogmatic fruitore of the average.

But often in the school the Education Average suffers from three great limitations: not sistematicity: often it is not fruit of a reasoned and shared programming, but of the goodwill of some teacher. Not organicity of the participations: occasional participations and to being himself, rather than of dowels of a total and organic plan; insufficient interdisciplinarity: they have not involved the college of the teacher and the class councils.

The intention of the ns. school has been that to carry out an organic distance of the duration of an entire school year that has involved various teachers and classes and some parents. It is shared inside of the college/boards and inserted in the Plan of the Formative Offer of Institute.

 

Laura Fedeli: Teachers’ training: social media to shape and support learning (titolo provvisorio).

The contribution will deal with teachers’ traning and the use of social media. The instructional use of experiential settings that can support and shape learning such as blogs and virtual worlds will be described and analysed. Teachers’ experiences (from pre-school to higher education) in post graduate courses will be the focus for an investigation about new roles and skills required when educating the net generation.