Genitori, docenti e istituzioni scolastiche sono chiamate con sempre maggior frequenza ad affront... more Genitori, docenti e istituzioni scolastiche sono chiamate con sempre maggior frequenza ad affrontare problemi connessi con l’uso poco accorto da parte degli alunni degli strumenti della rete, in particolare del Web 2.0. Nel contesto formale della scuola, si innestano quindi questioni derivanti dall’uso privato e informale della rete. In che misura la scuola deve farsi carico di intervenire in questi casi? È pronta a farlo? Con quali contenuti? Con quali strategie? Con quali competenze e strumenti? L’articolo vuole rispondere a queste domande alla luce di un’esperienza didattica condotta in una classe di una scuola secondaria di I grado.
Malgrado quanto lamentato da varie autorevoli fonti, esistono realta in cui la tecnologia non e t... more Malgrado quanto lamentato da varie autorevoli fonti, esistono realta in cui la tecnologia non e tenuta fuori dall’androne scolastico, in cui i docenti hanno competenze tecnologiche e in cui si ha la possibilita di modificare l’organizzazione tradizionale del tempo-scuola. Il contributo - che si basa su un’esperienza didattica vissuta in prima persona - presenta una riflessione su due elementi di cui tener conto in questo tipo di realta: la necessita di infrastrutture tecnologiche solide ed affidabili, e l’importanza di riconoscere in quali situazioni sia preferibile non ricorrere all’uso della tecnologia.
Descrizione di un’attivita’ svolta in una scuola media per sensibilizzare i ragazzi alla presenza... more Descrizione di un’attivita’ svolta in una scuola media per sensibilizzare i ragazzi alla presenza e alla natura dei messaggi “spam” nella posta elettronica. Nell’esperienza didattica descritta il tema dello spam ha costituito lo spunto per promuovere negli studenti competenze di analisi e osservazione.
EdMedia: World Conference on Educational Media and Technology, 2004
Abstract: This paper illustrates a three-year case study regarding a course in educational techno... more Abstract: This paper illustrates a three-year case study regarding a course in educational technology that addressed about 150 student teachers per year. The paper outlines the main problems of initial teacher training in Italy (most of which are probably common to several countries) ...
This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in st... more This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today’s and tomorrow’s society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.
British Journal of Educational Technology, May 9, 2021
In this study, we adopt an ecological perspective to reflect on how a specific Italian school clu... more In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students’ response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. Practitioner notesWhat is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing. Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education. Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis. What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic. This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response. Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency. Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction. Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions. Collaboration between school and families proves to be a key factor for dealing with emergencies.
Genitori, docenti e istituzioni scolastiche sono chiamate con sempre maggior frequenza ad affront... more Genitori, docenti e istituzioni scolastiche sono chiamate con sempre maggior frequenza ad affrontare problemi connessi con l’uso poco accorto da parte degli alunni degli strumenti della rete, in particolare del Web 2.0. Nel contesto formale della scuola, si innestano quindi questioni derivanti dall’uso privato e informale della rete. In che misura la scuola deve farsi carico di intervenire in questi casi? È pronta a farlo? Con quali contenuti? Con quali strategie? Con quali competenze e strumenti? L’articolo vuole rispondere a queste domande alla luce di un’esperienza didattica condotta in una classe di una scuola secondaria di I grado.
Malgrado quanto lamentato da varie autorevoli fonti, esistono realta in cui la tecnologia non e t... more Malgrado quanto lamentato da varie autorevoli fonti, esistono realta in cui la tecnologia non e tenuta fuori dall’androne scolastico, in cui i docenti hanno competenze tecnologiche e in cui si ha la possibilita di modificare l’organizzazione tradizionale del tempo-scuola. Il contributo - che si basa su un’esperienza didattica vissuta in prima persona - presenta una riflessione su due elementi di cui tener conto in questo tipo di realta: la necessita di infrastrutture tecnologiche solide ed affidabili, e l’importanza di riconoscere in quali situazioni sia preferibile non ricorrere all’uso della tecnologia.
Descrizione di un’attivita’ svolta in una scuola media per sensibilizzare i ragazzi alla presenza... more Descrizione di un’attivita’ svolta in una scuola media per sensibilizzare i ragazzi alla presenza e alla natura dei messaggi “spam” nella posta elettronica. Nell’esperienza didattica descritta il tema dello spam ha costituito lo spunto per promuovere negli studenti competenze di analisi e osservazione.
EdMedia: World Conference on Educational Media and Technology, 2004
Abstract: This paper illustrates a three-year case study regarding a course in educational techno... more Abstract: This paper illustrates a three-year case study regarding a course in educational technology that addressed about 150 student teachers per year. The paper outlines the main problems of initial teacher training in Italy (most of which are probably common to several countries) ...
This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in st... more This chapter assumes the importance of developing Self-Regulated Learning (SRL) competences in students in order to cope with the challenges of today’s and tomorrow’s society. To achieve this, it is claimed that it is crucial to train teachers who are aware of what SRL is and are able to support their students in developing these abilities. This chapter proposes examples drawn from a course in Educational Technology where SRL competence has been promoted through reflection on cognitive, meta-cognitive, emotional and motivational aspects of learning, as well as through modelling teaching practices that tend to shift the locus of control from trainers to trainees.
British Journal of Educational Technology, May 9, 2021
In this study, we adopt an ecological perspective to reflect on how a specific Italian school clu... more In this study, we adopt an ecological perspective to reflect on how a specific Italian school cluster adapted to the challenges of the COVID‐19 pandemic by focusing on how students experienced the interplay between continuity and change in school teaching and learning practices caused by the pandemic. Specifically, the study investigates how the school's physical/virtual learning system was (re)configured to provide new opportunities for learning to a thousand‐plus population of primary and secondary students, and how they reacted to the transition to distance learning in terms of participation, autonomy, motivation and engagement. The research adopts a mixed method approach, based on school management system data and a survey tool, and analyses the students’ response to the emergency from the perspectives of the students themselves, their teachers and their parents. While these converged in positive evaluation of the experience, a number of lessons were learnt, such as the importance of building on favourable pre‐existing conditions and leveraging a solid shared school culture to promote a prompt reaction to the emergency. Significantly, students with an immigrant background displayed varying degrees of participation in online activities. Overall, for each of the three stakeholder groups surveyed, solid pre‐existing digital competence levels and close collaboration within the school community were the most important factors for non‐traumatic transition to distance learning. Practitioner notesWhat is already known about this topic? Research on the relationship between the COVID‐19 pandemic and the effects on teaching and learning processes is constantly increasing. Most recently published studies focus on higher education, while very few investigate the impact of the COVID‐19 pandemic on K‐12 education. Very few papers have studied the interplay between change and continuity within an educational ecosystem in times of crisis. What this paper adds? This is one of the first studies to analyse the process of systematic transition from onsite learning to online learning within the Italian school system in response to the pandemic. This study employs a multiple perspective research approach to analyse Emergency Remote Education in a sizeable school cluster, with a specific focus on student response. Teachers, students and their families all saw solid pre‐existing digital competence and close school community collaboration as key factors facilitating rapid adjustment to the emergency. Implications for practice and policy Having a solid common school culture to rely on facilitates prompt emergency reaction. Encouraging the creation of professional communities of practice that comprise both expert and novice teachers can help prepare educators to deal with an educational emergency through adoption and appropriate use of technological solutions. Collaboration between school and families proves to be a key factor for dealing with emergencies.
Proceedings of the IASTED International Conference on WEB-BASED EDUCATION (WBE 2004),, 2004
The main attitudes, expectations and misconceptions of adult novices towards online learning have... more The main attitudes, expectations and misconceptions of adult novices towards online learning have been investigated through a survey carried out within two different web-based courses. The data emerged from the two contexts showed several similarities: the reasons for the choice of the online approach, a positive perception of the method, a negative perception of the heavy commitment required, some resistance due to logistic and cultural difficulties. The main misconceptions include the tendency to overestimate the time flexibility offered by the collaborative approach and the inclination to underestimate the commitment required and the educational potential of written communication.
Il contributo presenta il percorso svolto da un Convitto nazionale e dalle sue scuole annesse per... more Il contributo presenta il percorso svolto da un Convitto nazionale e dalle sue scuole annesse per arrivare a cambiare l’infrastruttura per l’accesso a Internet. Come tutte le operazioni complesse, l’attivazione della rete GARR ha richiesto impegno e sinergia da parte di più persone in rappresentanza delle loro istituzioni (il gruppo di lavoro dell’Università di Genova - interlocutore tecnologicamente esperto tra l’Istituto e il GARR – oltre che il gruppo scolastico). Chi lavora nel mondo della scuola ha la responsabilità di sfruttare al meglio il potenziale didatti-co della tecnologia e, al contempo, di porsi come guida capace, seria e competente nell’uso di quegli strumenti digitali che gli studenti usano quotidianamente, ma spesso in modo poco consapevole. A tal fine, la solidità e l’affidabilità dell’infrastruttura tecnologica diventano requisiti imprescindibili.
Il contributo presenta il percorso svolto da un Convitto nazionale e
dalle sue scuole annesse per... more Il contributo presenta il percorso svolto da un Convitto nazionale e dalle sue scuole annesse per arrivare a cambiare l’infrastruttura per l’accesso a Internet. Come tutte le operazioni complesse, l’attivazione della rete GARR ha richiesto impegno e sinergia da parte di più persone in rappresentanza delle loro istituzioni (il gruppo di lavoro dell’Università di Genova - interlocutore tecnologicamente esperto tra l’Istituto e il GARR – oltre che il gruppo. Chi lavora nel mondo della scuola ha la responsabilità di sfruttare al meglio il potenziale didattico della tecnologia e, al contempo, di porsi come guida seria e competente nell’uso di quegli strumenti digitali che gli studenti usano quotidianamente, ma spesso in modo poco consapevole. A tal fine, la solidità e l’affidabilità dell’infrastruttura tecnologica diventano requisiti imprescindibili.
Il corso “Tecnologie Didattiche” della SSIS ligure, erogato nell’a.a. 2004/2005, è stato condotto... more Il corso “Tecnologie Didattiche” della SSIS ligure, erogato nell’a.a. 2004/2005, è stato condotto con un approccio di tipo blended e ha previsto l'integrazione di incontri in presenza e di attività a distanza, avvalendosi delle caratteristiche specifiche di entrambe le modalità didattiche. Obiettivo del presente articolo è quello di analizzare il rapporto tra le due componenti e i principali criteri utilizzati per armonizzarne il contributo all’interno dell’esperienza di apprendimento. L’analisi si focalizza su quattro aspetti: a livello cognitivo sui temi e i contenuti oggetto del corso, a livello didattico sulle strategie di insegnamento messe in atto, a livello sociale sull’interazione tra i partecipanti, a livello metacognitivo sulla riflessione inerente il percorso di apprendimento e la professione dell’insegnante.
Many studies in the field of Social Network Analysis applied to CMC derive their indices from the... more Many studies in the field of Social Network Analysis applied to CMC derive their indices from the computer logs, on the assumption that the kind of data source recorded in log files reflects the way people really interacted online. However especially novices and beginners rarely make a proper use of the communication functions provided by the environment (for instance, they reply to other messages posting a new message, and not using the Reply function). Furthermore the public nature of web forums, in which messages are sent to a group of people, may affect the detection of specific addressees. This study presents the outcomes of an exploratory research aiming at making a comparison between an automatic and a qualitative coding of the postings addressees.
L’introduzione del registro elettronico nelle scuole italiane è stata oggetto di un preciso, ma a... more L’introduzione del registro elettronico nelle scuole italiane è stata oggetto di un preciso, ma ancora incompleto, intervento legislativo. Contestualmente alle molte voci che si sono levate in protesta verso quella che sembra un’operazione di innovazione su basi poco solide, molti docenti si sono rimboccati le maniche per provare a dare un senso all’operazione. Il contributo che segue presenta le modalità di introduzione del registro in una realtà scolastica complessa e analizza due momenti distinti in questo processo ancora in fieri: il primo centrato sui docenti e sulla loro tensione verso l’acquisizione di dimestichezza con il nuovo supporto digitale; il secondo di presa di coscienza del fatto che questo supporto è un potente mezzo di comunicazione con le famiglie.
Proceedings of the Symposium on Agents that Want and Like: Motivational and Emotional Roots of Cognition and Action, 2005
The present study aims to investigate how figurative language was used by the participants of an ... more The present study aims to investigate how figurative language was used by the participants of an online learning environment in order to express their emotion, feelings and motivation in their new learning experience. According to our results, figurative language mainly served as an original and specific linguistic feature through which people project themselves (their identity, emotions and feelings) in the online context. The research was conducted on a ten-week course, delivered at a distance via a computer conferencing system, addressed to 57 student teachers.
H. Uzunboylu & N. Cavus (eds), Proceedings of the 7th International Educational Technology Conference, 3-5 May 2007, Nicosia, North Cyprus, vol. II, pp. 248-253, ISBN 978-975-8359-43-1, 2007
This article analyses the relationship between the face-to-face and the online components of a bl... more This article analyses the relationship between the face-to-face and the online components of a blended course in Educational Technology, run by the Institute for Educational Technology for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the two educational modalities, with the aim to take advantage of their specific features. These criteria derive from a multidimensional model that comprises four aspects: course themes and content (cognitive dimension), teaching and learning strategies (teaching dimension), interaction among participants (social dimension) and reflection on the learning path and the teaching profession (meta-cognitive dimension).
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Papers by Manuela Delfino
dalle sue scuole annesse per arrivare a cambiare l’infrastruttura per l’accesso a Internet. Come tutte le operazioni complesse, l’attivazione della rete GARR ha richiesto impegno e sinergia da parte di più persone in rappresentanza delle loro istituzioni (il gruppo di lavoro dell’Università di Genova - interlocutore tecnologicamente esperto tra l’Istituto e il GARR – oltre che il gruppo.
Chi lavora nel mondo della scuola ha la responsabilità di sfruttare al meglio il potenziale didattico della tecnologia e, al contempo, di porsi come guida seria e competente nell’uso di quegli strumenti digitali che gli studenti usano quotidianamente, ma spesso in modo poco consapevole. A tal fine, la solidità e l’affidabilità dell’infrastruttura tecnologica diventano requisiti imprescindibili.