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Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System

Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System

Rosa Maria Bottino, Michela Ott, Mauro Tavella
Copyright: © 2013 |Pages: 14
ISBN13: 9781466641570|ISBN10: 1466641576|EISBN13: 9781466641587
DOI: 10.4018/978-1-4666-4157-0.ch018
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MLA

Bottino, Rosa Maria, et al. "Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System." Governance, Communication, and Innovation in a Knowledge Intensive Society, edited by Sean W.M. Siqueira, IGI Global, 2013, pp. 222-235. https://doi.org/10.4018/978-1-4666-4157-0.ch018

APA

Bottino, R. M., Ott, M., & Tavella, M. (2013). Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System. In S. Siqueira (Ed.), Governance, Communication, and Innovation in a Knowledge Intensive Society (pp. 222-235). IGI Global. https://doi.org/10.4018/978-1-4666-4157-0.ch018

Chicago

Bottino, Rosa Maria, Michela Ott, and Mauro Tavella. "Scaffolding Pedagogical Planning and the Design of Learning Activities: An On-Line System." In Governance, Communication, and Innovation in a Knowledge Intensive Society, edited by Sean W.M. Siqueira, 222-235. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4157-0.ch018

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Abstract

This paper examines pedagogical planning as a means to foster the introduction of ICT (Information and Communication Technologies) tools into classroom practice. The authors illustrate IAMEL, an ICT-enhanced system aimed at supporting teachers in the process of designing, structuring and planning educational activities. Pedagogical planning, which is a traditional school practice, is meant as the description of a learning situation aimed at the acquisition of a precise body of knowledge through the specification of roles, activities, educational theories and methods. ICT-enhanced pedagogical planning offers significant added value to the intended scope: (1) helps teachers fully express their didactical ideas and finalize the educational approaches and methods to be adopted (2) supports the sharing of practice among teachers and communities of teachers (3) fosters “a posteriori” reflections on the planned educational experience, once implemented in real school settings.

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