Learning, technology, and school in the learning society
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Jan 1, 2010
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Abstract
This contribution discusses the role of ICT in the school of the third millennium. Starting with a brief reflection on the features of today’s society, the article analyzes the framework of constructivist-based instruction to define the role that constructivism assigns to technology in the processes of learning and teaching. Examination of the relationship between technology and school will be addressed from the viewpoint of new concerns being posed in educational research by the computerization of typical school instruments, from books to e-books, boards to IWBs.
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References
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Authier M., Lévy P. (2000). Gli alberi della conoscenza. Educazione e gestione dinamica delle competenze. Milano: Feltrinelli.
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Boyle J. (2002). Virtual magic. Times Educational Supplement, 26 Aprile 2002.
Bransford J. D., Sherwood R. D., Hasselbring T. S., Kinzer C. K., Williams S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix e R. Spiro (eds.). Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale: Lawrence Erlbaum Associates, pp. 115-141.
Cacciamani S. (2008). Imparare Cooperando. Carocci: Roma.
Carson L. (2003). Board work, not boring. Times Educational Supplement, 9 maggio 2003.
Delors J. (1997). Nell’educazione un tesoro. Roma: Armando Editore.
de Kerckhove D. (1993). Brainframes. Mente, tecnologia, mercato. Bologna: Baskerville.
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Eco U. (2003). Apocalittici e integrati. Milano: Bompiani.
Galli C. (2006). Multiculturalismo. Idealismo e sfide. Bologna: Il Mulino.
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Greiffenhagen C. (2000) A Report into Whiteboard Technologies. Oxford: Computing Laboratory.
Guimarães N., Chambel T., Bidarra J. (2000). From Cognitive Maps to Hypervideo: supporting flexible and rich learner-centred environment. Interactive Multimedia Electronic Journal of Computer Enhanced Learning, 2(2).
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Jonassen D. H. (1992). Evaluating Constructivist Learning. In T. M. Duffy, D. H. Jonassen (eds.) Constructivism and the technology of instruction: a conversation. Hillsdale: Lawrence Erlbaum Associates, pp. 137-148.
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Jonassen D. H., Land S. M. (2000). Theoretical Foundations of Learning Environments. London: Lawrence Erlbaum Associates.
Jonassen D.H., Howland J., Marra R.M., Crismond D. (2008). Meaningful learning with technology. Columbus, OH: Merrill/Prentice Hall.
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Lévy P. (1999). Cybercultura. Gli usi sociali delle nuove tecnologie. Milano: Feltrinelli.
Ligorio M. B. (2006). Tecnologie ed innovazione curricolare. In F. Faiella (a cura di). I percorsi ed i processi della didattica multimediale. Lecce: Pensa Editore, pp. 65-72.
McLuhan M. (1967). Gli strumenti del comunicare. Milano: Il Saggiatore.
Merrill M. D. (1991). Constructivism and Instructional Design. Educational Technology, 31(5), pp. 45-53.
Morin E. (1993). Introduzione al pensiero complesso. Milano: Sperling & Kupfer.
Olson J. (2000). Trojan horse or teacher’s pet? Computers and the culture of the school. Journal of Curriculum Studies, 32(1), pp. 1-8.
Prensky M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). URL: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (ultima consultazione 20 aprile 2010).
Papert S. (1994). I bambini e il computer. Milano: Rizzoli.
Resnick, L. B. (1995). Imparare dentro e fuori la scuola. In C. Pontecorvo, A. M. Ajello, C. Zucchermaglio (a cura di). I contesti sociali dell’apprendimento. Milano: LED, pp. 61-84.
Robertson R. R. (1995). Glocalization: Time-Space and HomogeneityHeterogeneity. In M. Featherstone, S. Lash, R. R. Robertson (eds.). Global Modernities. London: Sage, pp. 25-44.
Roncaglia G. (2010). La quarta rivoluzione. Sei lezioni sul futuro del libro. Roma-Bari: Laterza.
Rotta M., Bini M., Zamperlin P. (2010). Insegnare e apprendere con gli ebook. Roma: Garamond.
Scardamalia M., Bereiter C. (1999). Schools as knowledge building organizations. In D. Keating, C. Hertzman (eds). Today’s children, tomorrow’s society: The developmental health and wealth of nations. New York: Guilford, pp. 274-289.
Scardamalia M., Bereiter C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (ed.). Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, pp. 97-118.
Schön D. A. (1973). Beyond the Stable State. Public and private learning in a changing society. Harmondsworth: Penguin. Smith H. J., Higgins S., Wall K., Miller J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, pp. 91-101.
Toffler A. (1976). Il pensiero avanzato. In K. W. Richmond (a cura di). Educazione permanente nella società aperta. Roma: Armando Armando, pp. 56-63.
Thompson J. B. (2005). Books in the digital age. Cambridge: Polity Press.
Vertecchi B. (1999). L’illetteratismo: un’insidia per la democrazia. In Annali della Pubblica Istruzione. L’educazione permanente degli adulti. Firenze: Le Monnier, pp. 5-18.
Wenger E. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina Editore.
FURTHER READING
Biondi G. (2008). LIM. A scuola con la lavagna interattiva multimediale. Nuovi linguaggi per innovare la didattica. Firenze: Giunti.
Bonaiuti G. (2009). Didattica attiva con la LIM. Trento: Erickson.
Carrière J. C., Eco U. (2009). Non sperate di liberarvi dei libri. Milano
Authier M., Lévy P. (2000). Gli alberi della conoscenza. Educazione e gestione dinamica delle competenze. Milano: Feltrinelli.
Bauman Z. (1999). Dentro la globalizzazione. Le conseguenze sulle persone. Roma; Bari: Editori Laterza.
Bereiter C., Scardamalia M. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), pp. 265-283.
Boyle J. (2002). Virtual magic. Times Educational Supplement, 26 Aprile 2002.
Bransford J. D., Sherwood R. D., Hasselbring T. S., Kinzer C. K., Williams S. M. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix e R. Spiro (eds.). Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale: Lawrence Erlbaum Associates, pp. 115-141.
Cacciamani S. (2008). Imparare Cooperando. Carocci: Roma.
Carson L. (2003). Board work, not boring. Times Educational Supplement, 9 maggio 2003.
Delors J. (1997). Nell’educazione un tesoro. Roma: Armando Editore.
de Kerckhove D. (1993). Brainframes. Mente, tecnologia, mercato. Bologna: Baskerville.
Desiderio A. C. (2009). Metodologie didattiche ed esperienze di apprendimento. In F. Faiella (a cura di). Progettare la didattica costruttivista. Lecce: Pensa Editore, pp. 39-53.
Eco U. (2003). Apocalittici e integrati. Milano: Bompiani.
Galli C. (2006). Multiculturalismo. Idealismo e sfide. Bologna: Il Mulino.
Glover D., Miller, D. (2001). Running with technology: the pedagogic impact of the large scale introduction of interactive whiteboards in one secondary school. Journal of Information Technology for Teacher Education, 10, pp. 257-276.
Greiffenhagen C. (2000) A Report into Whiteboard Technologies. Oxford: Computing Laboratory.
Guimarães N., Chambel T., Bidarra J. (2000). From Cognitive Maps to Hypervideo: supporting flexible and rich learner-centred environment. Interactive Multimedia Electronic Journal of Computer Enhanced Learning, 2(2).
Hennessy S., Deaney R., Ruthven K., Winterbottom M. (2007). Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology, 32(3), pp. 283-301.
Jonassen D. H. (1992). Evaluating Constructivist Learning. In T. M. Duffy, D. H. Jonassen (eds.) Constructivism and the technology of instruction: a conversation. Hillsdale: Lawrence Erlbaum Associates, pp. 137-148.
Jonassen D. H. (1994). Technology as Cognitive Tools: Learners as Designers. ITForum. URL: http://itech1.coe.uga.edu/itforum/paper1/paper1.html (ultima consultazione 20 aprile 2010).
Jonassen D. H., Land S. M. (2000). Theoretical Foundations of Learning Environments. London: Lawrence Erlbaum Associates.
Jonassen D.H., Howland J., Marra R.M., Crismond D. (2008). Meaningful learning with technology. Columbus, OH: Merrill/Prentice Hall.
Kurzweil R. (1992). The future of libraries. Part 2: the end of books. Library Journal, February 15, pp.140-42. URL: http://www.kurzweilai.net/articles/art0261.html?printable=1 (ultima consultazione 20 aprile 2010).
Lévy P. (1999). Cybercultura. Gli usi sociali delle nuove tecnologie. Milano: Feltrinelli.
Ligorio M. B. (2006). Tecnologie ed innovazione curricolare. In F. Faiella (a cura di). I percorsi ed i processi della didattica multimediale. Lecce: Pensa Editore, pp. 65-72.
McLuhan M. (1967). Gli strumenti del comunicare. Milano: Il Saggiatore.
Merrill M. D. (1991). Constructivism and Instructional Design. Educational Technology, 31(5), pp. 45-53.
Morin E. (1993). Introduzione al pensiero complesso. Milano: Sperling & Kupfer.
Olson J. (2000). Trojan horse or teacher’s pet? Computers and the culture of the school. Journal of Curriculum Studies, 32(1), pp. 1-8.
Prensky M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5). URL: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf (ultima consultazione 20 aprile 2010).
Papert S. (1994). I bambini e il computer. Milano: Rizzoli.
Resnick, L. B. (1995). Imparare dentro e fuori la scuola. In C. Pontecorvo, A. M. Ajello, C. Zucchermaglio (a cura di). I contesti sociali dell’apprendimento. Milano: LED, pp. 61-84.
Robertson R. R. (1995). Glocalization: Time-Space and HomogeneityHeterogeneity. In M. Featherstone, S. Lash, R. R. Robertson (eds.). Global Modernities. London: Sage, pp. 25-44.
Roncaglia G. (2010). La quarta rivoluzione. Sei lezioni sul futuro del libro. Roma-Bari: Laterza.
Rotta M., Bini M., Zamperlin P. (2010). Insegnare e apprendere con gli ebook. Roma: Garamond.
Scardamalia M., Bereiter C. (1999). Schools as knowledge building organizations. In D. Keating, C. Hertzman (eds). Today’s children, tomorrow’s society: The developmental health and wealth of nations. New York: Guilford, pp. 274-289.
Scardamalia M., Bereiter C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (ed.). Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press, pp. 97-118.
Schön D. A. (1973). Beyond the Stable State. Public and private learning in a changing society. Harmondsworth: Penguin. Smith H. J., Higgins S., Wall K., Miller J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, pp. 91-101.
Toffler A. (1976). Il pensiero avanzato. In K. W. Richmond (a cura di). Educazione permanente nella società aperta. Roma: Armando Armando, pp. 56-63.
Thompson J. B. (2005). Books in the digital age. Cambridge: Polity Press.
Vertecchi B. (1999). L’illetteratismo: un’insidia per la democrazia. In Annali della Pubblica Istruzione. L’educazione permanente degli adulti. Firenze: Le Monnier, pp. 5-18.
Wenger E. (2006). Comunità di pratica. Apprendimento, significato e identità. Milano: Raffaello Cortina Editore.
FURTHER READING
Biondi G. (2008). LIM. A scuola con la lavagna interattiva multimediale. Nuovi linguaggi per innovare la didattica. Firenze: Giunti.
Bonaiuti G. (2009). Didattica attiva con la LIM. Trento: Erickson.
Carrière J. C., Eco U. (2009). Non sperate di liberarvi dei libri. Milano