Didaduezero project: an action research to promote relations between schools and the territory of Web 2.0 tools
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Published
Jan 1, 2009
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Abstract
While students use social software outside school and are accustomed to social networking in informal contexts, it is still very rare for such software to be adopted in support of curricular activities in mainstream education. Undertaken in collaboration with IPRASE (Istituto Provinciale per la Ricerca e la Sperimentazione Educativa), this action research on digital competence investigates learning processes in informal and non-formal situations mediated by new Web 2.0 technologies and examines their possible integration within the formal school curriculum. The research involves creating and testing active learning environments using social software. Students and teachers collaborate with the local community to create digital artefacts that are highly contextualized in the real world, making them useful to the whole community.
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Articles - Special Issue
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Vaughn S., Schumm J.S., Sinagub J. (2003). Il focus group in pedagogia e in psicologia, traduzione italiana a cura di Limone P. Padova: Cleup.
Clark W., Logan K., Luckin R., Mee A., Oliver M., (2009). Beyond Web 2.0: mapping the technology landscapes of young learners, Journal of Computer Assisted Learning, Vol. 25, No. 1., pp. 56-69.
Colombo M. (a cura di), (2006). Sociologia delle politiche e dei processi formativi, Milano, Guerrini Scientifica.
Crook C., Harrison C. (2008). Web 2.0 Technologies for Learning at Key Stages 3 and 4: Summary Report, Becta, URL: http://partners.becta.org.uk/upload-dir/downloads/page_ documents/research/web2_ks34_summary.pdf (ultima consultazione 21.01.2010).
Cross J. (2006). Informal Learning: Rediscovering the Natural Pathways that Inspire Innovation and Performance. San Francisco: Pfeiffer.
De Gennaro D. (2008). Learning designs: Tapping technology fluency of the Net Generation. Journal of Research on Technology in Education, 40(1), pp. 81-100.
IARD e IPRASE (2009). Insegnare in Trentino. Seconda indagine Istituto IARD e IPRASE sui docenti della scuola trentina. Provincia Autonoma di Trento - IPRASE, prefazione a cura di Salatin A.
Jenkins H., Clinton K., Purushotma P., Robinson A.J., Weigel M. (2006), Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, John D., Catherine T. MacArthur,URL: http://www.digitallearning.macfound.org/ (ultima consultazione 21.01.2010).
Lave J., Wenger E. (1990). Situated Learning: Legitimate Periperal Participation, Cambridge: Cambridge University Press.
Manovich L. (2002). Il linguaggio dei nuovi media. Milano: MCF Edizioni Olivares.
Petrucco C. (2009). Competenza digitale ed apprendimenti: il ruolo dei social software nei processi formali, non formali ed informali in Studium Educationis, 2, 2009, in stampa.
Project Tomorrow (2009). Selected National Findings, Speak Up 2008 for Students, Teachers, Parents and Administrators, URL: http://www.tomorrow.org/speakup/pdfs/SU08_findings_final_ mar24.pdf (ultima consultazione 21.01.2010).
Sorzio P. (2005). La ricerca qualitativa in educazione problemi e metodi, Roma: Carocci.
Quaglino G.P. (1992). Gruppo di lavoro lavoro di gruppo un modello di lettura della dinamica di gruppo, una proposta di intervento nelle organizzazioni. Milano: R. Cortina.
Unesco (2008). ICT Competency Framework for Teachers, URL: http://cst.unesco-ci.org/sites/projects/cst/The%20Standards/ICTCST- Competency%20Standards%20Modules.pdf (ultima consultazione 21.01.2010).
Vaughn S., Schumm J.S., Sinagub J. (2003). Il focus group in pedagogia e in psicologia, traduzione italiana a cura di Limone P. Padova: Cleup.