Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (2 Volumes)

Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (2 Volumes)

Paolo M. Pumilia-Gnarini (Independent Researcher, Italy), Elena Favaron (La Scuola che Funziona, Italy), Elena Pacetti (University of Bologna, Italy), Jonathan Bishop (Centre for Research into Online Communities and E-Learning Systems, UK) and Luigi Guerra (University of Bologna, Italy)
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Release Date: September, 2012|Copyright: © 2013 |Pages: 829|DOI: 10.4018/978-1-4666-2122-0
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
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Description

Recently there has been a growing wave of local initiatives in support of their public schools. Teachers and communities together have been playing an active role in the innovative efforts towards new educational methods aimed at helping schools. These grass root experiments, though very effective, tend to go unnoticed in the wide scheme of the educational system. However, if the most useful and meaningful of these initiatives could be fostered and developed, they may have the possibility of transforming it.

Didactic Strategies and Technologies for Education: Incorporating Advancements aims to be a platform for the most significant educational achievements by teachers, school administrators, and local associations that have worked together in public institutions that range from primary school to the university level. This book aims to be useful for both scholars and the citizens that are involved in improving the educational system.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Assistive Technologies
  • Collaborative Language Learning
  • Ecology of Learning
  • Educational Initiatives
  • Interdisciplinary Learning
  • Multimedia
  • Online Collaborative Resources
  • Socio-Constructivist Learning

Table of Contents and List of Contributors

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Preface

In this publication, after a general introduction, an analysis is offered of the experiences documented in the book using different criteria.

The aim of this section is to analyse the quality of the various contributions from a pedagogical point of view: on one hand the school level at which the documented experiences are distributed; on the other according to some macro-criteria which have been considered fundamental in the educational field. Chapter 1, curated by Elena Pacetti, analyses the set of documented experiences in detail starting from the different educational contexts and school levels. Chapter 2, curated by Luigi Guerra, analyses the contributions according to the criterion of constructivism and active didactics. Chapter 3, curated by Elena Pacetti, analyses the experiences according to the criterion of didactic innovation and ICTs. Chapter 4, curated by Manuela Fabbri, examines the experiences according to the criterion of inclusion and didactic innovation. Finally Chapter 5, curated by Federica Zanetti, considers the contributions according to the criterion of the relationship between school and community in a perspective of education to citizenship.

  1. An overview of the chapters in the publication (Elena Pacetti)
  2. Constructivism and active didactics (Luigi Guerra)
  3. Teaching innovation and ICT: qualifying the educational experience (Elena Pacetti)
  4. Inclusion and didactic innovation (Manuela Fabbri)
  5. The relationship between school and the local community: a view to education to citizenship and active citizenship (Federica Zanetti)

Educational Technologies Research Group
University of Bologna, Italy

Author(s)/Editor(s) Biography

Paolo M. Pumilia-Gnarini graduated in Physics in 1986 from the Milan State University and had advanced courses on physics and computational techniques (NATO/ASI, NATO/MIDIT and CNRS), during his career as researcher. He has a long lasting professional experience in setting up and analysing results of large atomic systems numerical simulations matching experimental measurements of nuclear magnetic resonance signals, infrared absorption and raman spectroscopy, x-ray diffraction patterns. Most studies for italian research institutions (CNR and Montedison) have addressed molecular crystals and biosensors dynamics, while working as consultant for pharmaceutical companies (Farmitalia Carlo-Erba S.r.L, Pharmacia Corporation) and research institutes (Ronzoni, Donegani), focus has been on protein structure and biosensors. He has been teaching mathematics and physics at high school level, while working as a consultant on the use of the ICT in small businesses and for cultural associations interested on the impact of the information technologies on our society. To that aim, in the last decade, as member of the AICA (the oldest cultural association in Italy, to tackle computer science issues at academic and at popular level as well) Paolo M Pumilia has organized and managed workshops and conferences about the open source phenomenon, dealing with the economical, technical, law and cultural aspects. He has been invited as an expert to the Consultation on 'Access rights for e-earning content', at the European Commission. In 2007, he has represented a number of italian cultural associations at the Beijing Symposium of the International Council for Science CODATA (Committee on Data for Science and Technology). Few years ago, he joined a group of scholars at the Bologna and Padua universities to frame a viable proposal to gradually improve the youth education school system by involving the whole local community in that effort.
Elena Pacetti is Researcher and Assistant Professor in Didactic and Special Pedagogy at the Department of Education, Faculty of Education, University of Bologna, where she teaches “General Education and Educational Technologies”. She is involved in several research projects about ICT in education, inclusive school, children and citizenship education in Italy and abroad (in Palestine, El Salvador, and in European networks). Her research fields are concentrated in ICT in everyday life (especially informal learning and digital media); didactic innovation and ICT; socio-constructivist learning and social networking (also in a gender perspective); e-learning environments; community education. Since 2009 she has been member of CSGE, Study Centre of Gender and Education, Department of Education, University of Bologna. From 2011 she is member of Editorial Board of the University of Bologna Open Access International Scientific Journal RPD - Ricerche di Pedagogia e Didattica - Journal of Theories and Research in Education.
Jonathan Bishop is an information technology executive, researcher and writer. Having gained an MSc in E-Learning in 2004 he went on to found the Centre for Research into Online Communities and E-Learning Systems, which now outputs a significant amount of research in these areas. During his MSc he devised the Classroom 2.0 concept, and his Digital Classroom of Tomorrow Project has been replicated across Europe, as discussed in this book. Jonathan has at the time of going to press over 35 publications, and is the most published academic in the area of Internet trolling. He is also a school governor in the Welsh village of Treforest, a private tutor, and a director of an educational social enterprise based in Swansea.
Luigi Guerra is Full Professor of Technologies of education and Dean of the Faculty of Education at the University of Bologna. He is the Director of the Masters “International co-operation and new citizenships: the educational dimension”, “International conflict mediators-Peaceworkers”, “Direction and management of the scholastic structures”. He is scientific referent for the project Cl@ssi 2.0 with the Italian Ministry of Education as referred University for the selected classes in the Emilia-Romagna region and for the international cooperation project “Inclusive school in El Salvador”, co-funded from the Salvadorian Ministry of Education and from the Italian Cooperation. He is Board Member for Emilia-Romagna's Commission of Environmental Education and the Scientific Committee of CESAF, The Centre for Studies and Higher Education on addiction. His research fields are concentrated in e-learning environments and learning objects; educational innovation and ICT (Information and Communication Technologies); socio-constructivistic learning and social networking; ICT and inclusive learning environments; technologies and empowerment.

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