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Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context

Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context

Gabriella Taddeo, Simona Tirocchi
Copyright: © 2013 |Pages: 11
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
DOI: 10.4018/978-1-4666-2122-0.ch006
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MLA

Taddeo, Gabriella, and Simona Tirocchi. "Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context." Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., IGI Global, 2013, pp. 57-67. https://doi.org/10.4018/978-1-4666-2122-0.ch006

APA

Taddeo, G. & Tirocchi, S. (2013). Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 57-67). IGI Global. https://doi.org/10.4018/978-1-4666-2122-0.ch006

Chicago

Taddeo, Gabriella, and Simona Tirocchi. "Learning in a “Classi 2.0” Classroom: First Results from an Empirical Research in the Italian Context." In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., 57-67. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2122-0.ch006

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Abstract

The “Classi 2.0” programme is a national applied research project aimed at investigating if and how new media and technologies for producing, communicating, and sharing contents can improve and change learning environments in Italian schools. In this chapter, the discussion centres on scientific sociological research connected to the project carried out by the Polytechnic University of Turin. The research aimed at exploring the main tendencies, expectations, and technological problems both for teachers and for students in coping with digital innovation. In particular, the chapter outlines: the main technological choices of schools, which devices and media are preferred by schools, and how these technologies have been used as tools for reinventing not only learning processes, but also school times and spaces; it also outlines the most interesting changes in social relationship and social challenges that have occurred through the use of such innovative technologies.

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