Knowledge Society, Education, Technology

Main Article Content

Giorgio Olimpo


In the knowledge society we must be able to deal with a new type of knowledge which is dynamic, distributed/globalized and complex. This change in the nature of knowledge imposes new requirements on educational systems, which must (i) provide individuals with new cognitive tools, and (ii) aim at harmonic integration between traditional learning processes in institutions and those emerging spontaneously and informally, mainly on the Internet. Some of the key cognitive skills required to dynamically build our personal knowledge and to act wisely and effectively in the knowledge society are identified and discussed. The possible role of technology as a resource for supporting the development of those skills is also discussed. Finally, the present situation of the Italian education system is considered, together with the conditions required to successfully answer the challenges of the knowledge society.

Article Details

Articles - Special Issue


Bandura A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), pp. 191-215.

Bjornavold J. (2001). Making learning visible: identification, assessment and recognition of non-formal learning. Vocational Training. European Journal, 22, pp. 24-32.

Boden M. (2001). Creativity and knowledge. In A. Craft, B. Jeffrey, M. Leibling (eds.). Creativity in Education. New York, London: Continuum, pp. 95-102.

Bottino R. M., Ferlino L., Ott M., Tavella M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4). Amsterdam: Elsevier, pp. 1272-1286.

Bruner J. (1993). La mente a più dimensioni. Roma; Bari: Laterza.
Cross J. (2006). Informal learning: rediscovering the natural pathways that inspire innovation and performance. San Francisco, CA: Pfeiffer.

Csikszentmihalyi M. (1997), Creativity: flow and the psychology of discovery and invention. London: Harper Perennial.

Dalke A., Cassidy K., Grobstein P., Blank D. (2007). Emergent pedagogy: learning to enjoy the uncontrollable and make it productive. Journal of Educational Change, 8(2), pp. 111-130.

Caviglia F., Ferraris M. (2008). The Web as a learning environment: focus on the content vs. focus on the search process. In M. Kendall, B. Samways (eds.). IFIP International Federation for Information Processing, 281, Learning to Live in the Knowledge Society. Boston: Springer, pp. 175–178.

Cunningham D.J., Arici A., Schreiber J., Lee K. (2001). Navigating the World Wide Web: the role of abductive reasoning. CRLT Technical Report, n.19-01, Indiana University, URL: (ultima consultazione luglio 2010).

Delfino M. (2008). Rimestare nel torbido: allenare le capacità critiche ragionando su spam e phishing. TD-Tecnologie Didattiche, 45, pp. 48-51.

Ferrari A., Cachia R., Punie Y. (2009). Innovation and Creativity in Education and Training in the EU Member States: Fostering Creative Learning and Supporting Innovative Teaching. JRC Technical note, European Commission, URL: (ultima consultazione luglio 2010).

Garrison D. R., Anderson T., Archer W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3). Elsevier pp. 87-105, URL: (ultima consultazione maggio 2010).

Gardner H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.

Gardner H. (2007). Cinque chiavi per il futuro. Milano: Feltrinelli.

Grant R. (1996). Toward a knowledge-based theory of the firm. Strategic Management Journal, 17 (Special Issue), pp. 109-122.

Guildford J.P. (1963). Creativity. American Psychology, 9, pp. 444-454.

Hervàs Soriano F., Mulatero F. (2009). Connecting the Dots-How to Strengthen the EU Knowledge Economy. Joint Research Center, European Commission.

Jakes D. S., Pennington M. E., Knodle H. A. (2002). Using Internet to promote inquiry based learning, URL: (ultima consultazione luglio 2010).

McKenziÈs J. (2005). Learning to Question to Wonder to Learn. Bellingham: FNO Press.

Ministero Pubblica Istruzione (2007). Indicazioni per il curricolo per la scuola dell’infanzia e per il primo ciclo di istruzione – Roma, settembre 2007. Napoli: Tecnodid.

Morin E. (2000). La testa ben fatta - Riforma dell’insegnamento e riforma del pensiero nel tempo della globalizzazione. Milano: Cortina Editore.

Olimpo G. (1997). Le tecnologie dell’informazione per la didattica. In S. Bagnara, A. Failla (eds.). Compagno di banco. Milano: Etas Libri, pp. 3-23.

Olimpo G. (2004). Scuola e Tecnologia: la formazione degli insegnanti. Nuova Civiltà delle Macchine, XXII(1), pp. 86-99.

Ott M., Pozzi F. (2009). Usare le TIC per sviluppare la creatività a scuola: una sfida possibile?. Rinnovare la Scuola, 40. Roma: ANSI, pp. 7-22.

Parlamento Europeo (2000). Conclusioni della Presidenza, Consiglio Europeo, Lisbona, URL: (ultima consultazione maggio 2010).

Rocard M., Csermeli P., Jorde D., Lezen D., Wallberg-Henriksson H., Hemmo V. (2007). Science Education Now: a Renewed Pedagogy for the Future of Europe. European Commission, Directorate-General for Research, Science, Economy and Society, URL: (ultima consultazione giugno 2010).

Simonton D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55(1), pp. 151-158.

Spendlove D. (2005). Creativity in Education: A Review. Design and Technology Education: An International Journal, 10(2), pp. 9-18.

Trentin G. (1999). Telematics, Narrative and Poetry: The Parole in Jeans Project. International Journal of Instructional Media, 26(4), pp. 409-421.

Trentin G. (2004a). Apprendimento in rete e condivisione delle conoscenze. Milano: Franco Angeli.

Trentin G. (2004b). Networked Collaborative Learning in the Study of Modern History and Literature. Computers and the Humanities, 38, pp. 299-315.

Weisberg R.W. (1999). Creativity and knowledge: a challenge to theories. In R. J. Sternberg (ed.). Handbook of creativity. New York: Cambridge University Press, pp. 226-250