How to transform a dire educational need into a wonderful opportunity for innovation and teachers'professional development
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Published
Apr 30, 2014
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Abstract
The body of individual experiences deriving from sometimes “dire” educational needs, such as those of students unable to attend normal education regularly (if at all), provides the school and research worlds with useful specific material for reflection and for testing new forms of teaching. A prime example is hospital and/or home teaching, that is to say an “open” type of teaching which disregards the usual physical boundaries and time limitations of the classroom, while at the same time guaranteeing the social and communicative dimensions that all classes need to have. It is in this sense that “dire” educational experiences can be considered a potential crucible for innovation in teaching and teachers’ professional development. In arguing this point, we begin with some considerations on the current relationship between technology and pedagogy. We then examine how the numerous individual experiences of hospital and home teachers might be leveraged for generating innovation that can be extended to the mainstream school system.
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Trentin G. (ed.). (2012). Reti e inclusione socio-educativa. Milano, IT: Franco Angeli.
Trentin G., Repetto M. (eds.). (2013). Using Network and Mobile Technology to Bridge Formal and Informal Learning. Oxford, UK: Woodhead/Chandos Publishing Limited.
Trentin G. (2013). Hospital and Home School Education: A Potential Crucible for “2.0 Teachers”. In G. Trentin, V. Benigno (eds.). Network Technology and Homebound Inclusive Education, Cap.5. Hauppauge, NY, USA: Nova Science Publishers Inc., pp. 85-98.
Coppola N., Hiltz S., Rotter, N. (2002). Becoming a virtual professor: pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18 (4), pp.161-189.
Cousin G. (2005). Learning from cyberspace. In R. Land, S. Bayne (eds.). Education in Cyberspace. Oxford, UK: Routledge Falmer, pp. 117-129.
Dewey J. (1916). Democracy and Education. An Introduction to the Philosophy of Education. New York, NY, USA: Free Press.
Elliot B. (2008). E-pedagogy: does e-learning require a new approach to teaching and learning?. http://d.scribd.com/docs/22rc8wz72z067xrb1fpk.pdf (ultima consultazione 26.01.2014).
Euler D., Wilbers K. (2002). Selbstlernen mit neuen Medien didaktisch gestalten. In D. Euler, C. Metzger (eds.). Hochschuldidaktische Schriften, Cap. 1. St.Gallen, CH: Institut für Wirtschaftspädagogik.
Fullan M. (1997). Planning, doing and coping with change. In A. Harris, N. Bennett e M. Preedy (eds.). Organisational Effectiveness and Improvements in Education. Buckingham, UK: Open University Press.
Goodson I.F. (2003). Professional Knowledge, Professional Lives: Studies in Education and Change. Maidenhead, UK: Open University Press.
Hargreaves A., Earl L., Moore S., Manning S. (2001). Learning to Change: Teaching Beyond Subjects and Standards. San Francisco, CA, USA: Jossey Bass.
McLoughlin C., Lee J.W. (eds.) (2011). Web 2.0-based elearning: applying social informatics for tertiary teaching. Hershey, PA, USA: Information Science Reference.
Norris C.A., Soloway E. (2012). The opportunity to change education is, literally, at hand. Educational Technology. Special Issue on Educational Technology in Europe, 52 (2), pp. 60-63.
Roth S., Erstad O. (2013). Networked lives for learning: digital media and young people across formal and informal contexts. In G. Trentin, M. Repetto (eds.). Using Network and Mobile Technology to Bridge Formal and Informal Learning, Cap. 5. Oxford, UK: Woodhead/Chandos Publishing Limited, pp. 119-152.
Seufert S., Euler, D. (2004). Sustainability of eLearning innovations: findings of expert interviews. SCIL Report 4, Jan. 2004. St. Gallen, CH: SCIL - University of St. Gallen.
Thorpe M. (2012). Educational Technology: does pedagogy still matter? Educational Technology. Special Issue on Educational Technology in Europe, 52 (2), pp. 10-14.
Trentin G. (2007). A Multidimensional Approach to e-Learning Sustainability. Educational Technology, 47 (5), pp. 36-40.
Trentin G. (2008). La sostenibilità didattico-formativa dell’elearning: social networking e apprendimento attivo. Milano, IT: Franco Angeli.
Trentin G. (2009). Insegnanti e nativi digitali. TD Tecnologie Didattiche, 17 (2), pp. 57-63. http://www.tdjournal.itd.cnr.it/files/pdfarticles/PDF47/ 7_TD47_Trentin.pdf (ultima consultazione 26.01.2014).
Trentin G. (ed.). (2012). Reti e inclusione socio-educativa. Milano, IT: Franco Angeli.
Trentin G., Repetto M. (eds.). (2013). Using Network and Mobile Technology to Bridge Formal and Informal Learning. Oxford, UK: Woodhead/Chandos Publishing Limited.
Trentin G. (2013). Hospital and Home School Education: A Potential Crucible for “2.0 Teachers”. In G. Trentin, V. Benigno (eds.). Network Technology and Homebound Inclusive Education, Cap.5. Hauppauge, NY, USA: Nova Science Publishers Inc., pp. 85-98.