The introduction of ICT in schools. What is the relationship? A framework for technology policy
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Jan 1, 2009
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Abstract
Why 'introducing ICT in school? If we put this question to policy makers or educators themselves in a plurality ciimbattiamo 'responses. The ambiguity 'is driven by different systems of expectations that are raised around them. Inquest work argues that if we are to understand the educational role of ICT must first reveal the hidden assumptions underlying the justification that they take when considering their introduction. In order to provide policy makers with a framework for a technology policy diriferimento rationally oriented are three different plans and argued that 'useful to keep distinct macroecologicoetico, and strategicoinnovativo microecologicoergonomico. Then we focus on the last level on all'efficaciadelle ICT for learning, emphasizing the role of "cognitive technologies" and presenting an overview of the possible media types diinterazioni mind, more 'or less conducive to learning.
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Papert S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
Pedrò F. (2006). What Do We Know About The Effectiveness of ICT in Education? And What We Don’t. Intervento al Convegno “Re-medi@re la scuola”, INDIRE, Firenze, 3 e 4 marzo; in internet: http://www.bdp.it/convegno/remediarelascuola/materiali (ultima consultazione 12.1.2006).
Rifkin J. (2000). The Age of Access. New York: Ken Tarcher/Putnam.
Salomon G. (1979). Interaction of media, cognition and learning. S. Francisco: Yossey- Bass Publisher.
Salomon G., Perkins D. N., Globerson T. (1991). Partners in Cognition: Extending Human Intelligence with Intelligent Technologies. Educational Researcher, 20 (3), 2-9.
Sweller J., Van Merriënboer J., Paas F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), pp. 251–296.
van Merrienboër J. J. G., Brand-Gruvel S. (2005). The pedagogical use of information and communication Technology in education: a Dutch perspective. Computers in Human Behavior, 21(3), pp. 407-415.
Vygotskij L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Bolter J. D. (1993). Lo spazio dello scrivere, Computer, Ipertesti e storia della scrittura. Milano: Vita e Pensiero.
Brand-Gruwel S., Wopereis I., Vermetten Y. (2005). Information problem solving by experts and novices: Analysis of a complex cognitive skill. Computers in Human Behavior, 21, pp. 487-508.
Calvani A. (2001). Educazione, comunicazione e nuovi media. Sfide pedagogiche e cyberspazio. Torino: Utet.
Calvani A. (2006). ICT e scuola, Processi cognitivi ed ecologia dell’apprendere. In A. Calvani (ed.). Tecnologia, scuola, processi cognitivi. Milano: Franco Angeli, pp. 15-54.
Calvani A. (2009). ICT in schools: what rationale? A conceptual frame for a technological policy. Educational Technology, 4 (49), pp. 33-37.
Chen S. Y., Fan J. P., Macredie R. D. (2006). Navigation in hypermedia learning systems: experts vs. novices. Computers in Human Behavior, 22 (2), pp. 251-266.
Gulikers J. T. M., Bastiaens T. J., Martens R. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, 21(3), pp. 509-521.
Jonassen D. H., Carr C. S. (2000). Mindtools: affording multiple knowledge representations for learning. In S.P. Lajoie (ed). Computers as cognitive tools: No more walls. Mahwah, N. J.: Lawrence Erlbaum Associates. pp. 165-196.
Jonassen D. H. (2006). Modeling with technology; mindtools for conceptual change. Upper Saddle River, N. J.: Pearson Education Inc.
Landriscina F. (2006). Carico cognitivo ed impiego della tecnologia per apprendere. In A. Calvani (a ed.). Tecnologia, scuola, processi cognitivi. Franco Angeli, Milano, pp. 55-78.
Kirschner P. A., Sweller J. E., Clark R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry- Based Teaching. Educational Psychologist, 41, (2), pp. 75-86.
Mayer R. (2004). Should there Be a Three-Strikes Rule Against Pure Discovery learning? The case for Guided Method of Instruction. American Psychologist, 59 (1), pp. 14-19.
Ong W. (1986). Oralità e scrittura. Le tecnologie della parola. Bologna: Il Mulino (ed. orig. 1982).
Papert S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. New York: Basic Books.
Pedrò F. (2006). What Do We Know About The Effectiveness of ICT in Education? And What We Don’t. Intervento al Convegno “Re-medi@re la scuola”, INDIRE, Firenze, 3 e 4 marzo; in internet: http://www.bdp.it/convegno/remediarelascuola/materiali (ultima consultazione 12.1.2006).
Rifkin J. (2000). The Age of Access. New York: Ken Tarcher/Putnam.
Salomon G. (1979). Interaction of media, cognition and learning. S. Francisco: Yossey- Bass Publisher.
Salomon G., Perkins D. N., Globerson T. (1991). Partners in Cognition: Extending Human Intelligence with Intelligent Technologies. Educational Researcher, 20 (3), 2-9.
Sweller J., Van Merriënboer J., Paas F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), pp. 251–296.
van Merrienboër J. J. G., Brand-Gruvel S. (2005). The pedagogical use of information and communication Technology in education: a Dutch perspective. Computers in Human Behavior, 21(3), pp. 407-415.
Vygotskij L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.