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“School-Cinema”: A Research Experience That Combines Educational Theories, Educational Processes, and Educational Technologies

“School-Cinema”: A Research Experience That Combines Educational Theories, Educational Processes, and Educational Technologies

Daniela Tamburini
Copyright: © 2018 |Pages: 29
ISBN13: 9781522526162|ISBN10: 1522526161|EISBN13: 9781522526179
DOI: 10.4018/978-1-5225-2616-2.ch004
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MLA

Tamburini, Daniela. "“School-Cinema”: A Research Experience That Combines Educational Theories, Educational Processes, and Educational Technologies." Optimizing Human-Computer Interaction With Emerging Technologies, edited by Francisco Cipolla-Ficarra, IGI Global, 2018, pp. 83-111. https://doi.org/10.4018/978-1-5225-2616-2.ch004

APA

Tamburini, D. (2018). “School-Cinema”: A Research Experience That Combines Educational Theories, Educational Processes, and Educational Technologies. In F. Cipolla-Ficarra (Ed.), Optimizing Human-Computer Interaction With Emerging Technologies (pp. 83-111). IGI Global. https://doi.org/10.4018/978-1-5225-2616-2.ch004

Chicago

Tamburini, Daniela. "“School-Cinema”: A Research Experience That Combines Educational Theories, Educational Processes, and Educational Technologies." In Optimizing Human-Computer Interaction With Emerging Technologies, edited by Francisco Cipolla-Ficarra, 83-111. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2616-2.ch004

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Abstract

This chapter presents an educational and consulting path for the use of new technologies that support the improvement of learning relationships in groups (Parmigiani, 2009), the construction of knowledge (Lakkala et al., 2007; Kangas et al., 2007) and the ability to recognize and explore the experience of communication and relationship at professional and personal levels, for the individual and for groups in order to enhance abilities and professional skills on several levels: cognitive, affective, conative and practical (Paquay, Altet, Charlier, & Perrenoud, 2001). Through the report of the experiments carried out for two years and applied to two training projects for teachers of five Primary and Secondary Italian schools, the main objective is to describe and present the overall results. The approaches used were inspired by the method of participatory research and action research with a clinical and pedagogical approach. The methodology is based on the case study of the Clinica della Formazione (Massa, 1992; Franza, 2003) that increases the emotional, communicative and relationship dimensions and gives concreteness not only to the educational action but also to the process behind it, which then becomes the target of investigations.

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