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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: © 2020 |Pages: 21
ISBN13: 9781799821045|ISBN10: 1799821048|ISBN13 Softcover: 9781799821052|EISBN13: 9781799821069
DOI: 10.4018/978-1-7998-2104-5.ch003
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MLA

Ciambrone, Raffaele. "Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies." Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, IGI Global, 2020, pp. 58-78. https://doi.org/10.4018/978-1-7998-2104-5.ch003

APA

Ciambrone, R. (2020). Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies. In E. Podovšovnik (Ed.), Examining the Roles of Teachers and Students in Mastering New Technologies (pp. 58-78). IGI Global. https://doi.org/10.4018/978-1-7998-2104-5.ch003

Chicago

Ciambrone, Raffaele. "Pedagogy and ICT: The Principles of Differentiated Teaching and New Technologies." In Examining the Roles of Teachers and Students in Mastering New Technologies, edited by Eva Podovšovnik, 58-78. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-2104-5.ch003

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Abstract

While the principles of the personalisation of study plans are now affirmed at scientific level and in the school world and while, at the same time, a sturdy current of educationalists sees in new technologies a “tool” that must be used appropriately, reflections on the personalisation of ICT in relation to different learning styles still seem scarce, particularly with regard to its use in differentiated teaching strategies, as a means of support for students with disabilities or learning difficulties as well as in ordinary teaching. In this chapter, the authors develop a thread of reasoning conducive to exploring the use of ICT in the more general context of pedagogy and teaching to promote a development that is integrated and not exclusive or alternative to methodologies that have already been experimented by teachers in their professional roles, focussing on the concept of differentiated teaching and giving some operational proposals of integrated learning environments by way of example.

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