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Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies

Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies

Raffaele Ciambrone
Copyright: © 2017 |Volume: 8 |Issue: 2 |Pages: 17
ISSN: 1947-3494|EISSN: 1947-3508|EISBN13: 9781522514169|DOI: 10.4018/IJDLDC.2017040103
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MLA

Ciambrone, Raffaele. "Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies." IJDLDC vol.8, no.2 2017: pp.39-55. http://doi.org/10.4018/IJDLDC.2017040103

APA

Ciambrone, R. (2017). Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies. International Journal of Digital Literacy and Digital Competence (IJDLDC), 8(2), 39-55. http://doi.org/10.4018/IJDLDC.2017040103

Chicago

Ciambrone, Raffaele. "Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies," International Journal of Digital Literacy and Digital Competence (IJDLDC) 8, no.2: 39-55. http://doi.org/10.4018/IJDLDC.2017040103

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Abstract

While the principles of the personalization of study plans are now affirmed at scientific level and in the school world, new technologies must be used appropriately. Reflections on the personalization of ICT in relation to different learning styles seem scarce, particularly regarding differentiated teaching strategies aimed at supporting students with disabilities or learning difficulties. This article develops a thread of reasoning conducive to exploring the use of ICT in teaching to promote development that is integrated and not alternative to methodologies already experimented by teachers. It focuses on the concept of differentiated teaching, giving examples of integrated learning environments and operational proposals.

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