What is involved in introducing new educational technologies in schools: a model

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Published: Jan 1, 2009
DOI: https://doi.org/10.17471/2499-4324/296
Keywords:
Educational Technology, Technology Enhanced Learning (TEL), School Innovation, social representation, metacognition, self-regulated learning,

Main Article Content

Alessandro Antonietti
Università Cattolica del Sacro Cuore, Milano
Viviana Tucci
Università Cattolica del Sacro Cuore, Milano

Abstract

This article discusses a model on the set of factors that come into play in seguitodell'introduzione to school for a new educational technology. The model regards the relations between gliobiettivi or needs that motivate the adoption of a new educational tool, the choice of this instrument, the way it is impiegatoe the effects it produces. The model also takes into account the relationship between the individual and social representations sisviluppano about the needs and objectives of the technological tool, its use and changes induce.Vengono discussed the implications of the model for the management of these complex relationships in the school context.

Article Details

Issue
Vol. 17 No. 3 (2009): TD48 - School Innovation
Section
Articles - Special Issue

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Author Biographies

Alessandro Antonietti, Università Cattolica del Sacro Cuore, Milano

Dipartimento di Psicologia, Laboratorio di Psicologia Cognitiva

Viviana Tucci, Università Cattolica del Sacro Cuore, Milano

Servizio di Psicologia dell’Apprendimento e dell’Educazione SPAEE

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