Pub Date : 2015-06-23DOI: 10.7358/ECPS-2015-011-TULO
Pierre Tulowitzki
Teachers and school leaders are agents in a complex, ever-evolving system. Over time, there has been a shift towards team-orientation, the professionalization of teachership and leadership. This article presents a brief overview of several aspects of the German education system. First, the system itself is briefly introduced, including an introduction to the autonomy of the German federal states with regard to matters of education. This is followed by a short presentation of school leadership in Germany and how the role of school leaders has evolved over time. Next, teachership and the evolution of the teaching profession in Germany are briefly characterized. This also includes a brief section on standards for teacher training. Next, aspects of the professional development of teachers and school leaders are presented through the findings of several studies, chiefly the TALIS survey. Finally, challenges with regard to the professional development of teachers and school leaders in Germany are discussed.
{"title":"The Development of Educational Leadership and Teaching Professions in Germany","authors":"Pierre Tulowitzki","doi":"10.7358/ECPS-2015-011-TULO","DOIUrl":"https://doi.org/10.7358/ECPS-2015-011-TULO","url":null,"abstract":"Teachers and school leaders are agents in a complex, ever-evolving system. Over time, there has been a shift towards team-orientation, the professionalization of teachership and leadership. This article presents a brief overview of several aspects of the German education system. First, the system itself is briefly introduced, including an introduction to the autonomy of the German federal states with regard to matters of education. This is followed by a short presentation of school leadership in Germany and how the role of school leaders has evolved over time. Next, teachership and the evolution of the teaching profession in Germany are briefly characterized. This also includes a brief section on standards for teacher training. Next, aspects of the professional development of teachers and school leaders are presented through the findings of several studies, chiefly the TALIS survey. Finally, challenges with regard to the professional development of teachers and school leaders in Germany are discussed.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"21 1","pages":"45-55"},"PeriodicalIF":0.3,"publicationDate":"2015-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84416371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-MANC
S. Manca, M. Ranieri
L’articolo riporta i risultati di un’indagine rivolta agli accademici italiani con l’obiettivo di rilevare gli usi didattici dei Social Media nel panorama delle pratiche didattiche universitarie. A questo scopo e stato tradotto e adattato un questionario, gia somministrato in ambito statunitense, che e stato inviato a tutto il personale di ricerca di tutti gli atenei italiani. Hanno risposto 6139 ricercatori/docenti universitari, pari al 10,5% del totale. I risultati mostrano un uso ancora piuttosto limitato di questi strumenti a fronte di motivazioni di ordine e natura diversa, che evidenziano il prevalere della dimensione erogativa su quella dialogico-interattiva o su pratiche piu sociali e collaborative. Inoltre, emergono anche fattori di resistenza culturale o di percezione di inutilita di questi strumenti, che potrebbero contribuire a mettere in crisi i modelli tradizionali della relazione pedagogica. Una combinazione di fattori di natura pedagogica, pragmatica e valoriale sembrano indurre, quindi, i docenti a preferire la didattica frontale in presenza o al piu le tradizionali piattaforme e-learning. Nel complesso i risultati non possono, pero, essere letti in modo univoco in quanto riflettono una ambivalenza presente anche in letteratura rispetto alle potenzialita o meno dei Social Media per l’alta formazione.
{"title":"I Social Media vanno all’università? Un'indagine sulle pratiche didattiche degli accademici italiani","authors":"S. Manca, M. Ranieri","doi":"10.7358/ECPS-2014-010-MANC","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-MANC","url":null,"abstract":"L’articolo riporta i risultati di un’indagine rivolta agli accademici italiani con l’obiettivo di rilevare gli usi didattici dei Social Media nel panorama delle pratiche didattiche universitarie. A questo scopo e stato tradotto e adattato un questionario, gia somministrato in ambito statunitense, che e stato inviato a tutto il personale di ricerca di tutti gli atenei italiani. Hanno risposto 6139 ricercatori/docenti universitari, pari al 10,5% del totale. I risultati mostrano un uso ancora piuttosto limitato di questi strumenti a fronte di motivazioni di ordine e natura diversa, che evidenziano il prevalere della dimensione erogativa su quella dialogico-interattiva o su pratiche piu sociali e collaborative. Inoltre, emergono anche fattori di resistenza culturale o di percezione di inutilita di questi strumenti, che potrebbero contribuire a mettere in crisi i modelli tradizionali della relazione pedagogica. Una combinazione di fattori di natura pedagogica, pragmatica e valoriale sembrano indurre, quindi, i docenti a preferire la didattica frontale in presenza o al piu le tradizionali piattaforme e-learning. Nel complesso i risultati non possono, pero, essere letti in modo univoco in quanto riflettono una ambivalenza presente anche in letteratura rispetto alle potenzialita o meno dei Social Media per l’alta formazione.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"9 1","pages":"305-339"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89213651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-LARO
C. L. Rocca, Massimo Margottini, R. Capobianco
Digital Environments for the Development of Transversal Competences in University Education International studies show that university teaching is making increasing use of digital environments to integrate traditional teaching. In this paper we consider the contribution that can be made by online environments to develop students’ positive and proactive attitudes with respect to the academic curriculum in order to reduce student drop-out, encourage greater regularity in their academic career, develop transversal competences and promote student guidance. In particular, we have observed the online activities in academic year 2013/2014 carried on by students of General Didactics, a degree course in the Department of Educational Sciences of «Roma Tre» University. These activities include the realization of two online practical classes: completion of the QSA (Questionnaire for Learning Strategies); participation in a cooperative online learning exercise. In both experiences we analyzed the procedures and outcomes. We observed that, through the QSA, students reflected on their learning strategies and on the importance of planning their university commitments: a positive factor is the high percentage of students who took the exam successfully in the first session (approximately 68%). In addition, the questionnaire data clearly show that students found that group work helps to develop cognitive and meta-cognitive competences as well as relationship competences. In particular, we found that in the General Didactics examination the students who had experienced cooperative learning obtained higher grades, on average, than those who did not, and that the former group had less «sigma» compared to the latter.
{"title":"Ambienti digitali per lo sviluppo delle competenze trasversali nella didattica universitaria","authors":"C. L. Rocca, Massimo Margottini, R. Capobianco","doi":"10.7358/ECPS-2014-010-LARO","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-LARO","url":null,"abstract":"Digital Environments for the Development of Transversal Competences in University Education International studies show that university teaching is making increasing use of digital environments to integrate traditional teaching. In this paper we consider the contribution that can be made by online environments to develop students’ positive and proactive attitudes with respect to the academic curriculum in order to reduce student drop-out, encourage greater regularity in their academic career, develop transversal competences and promote student guidance. In particular, we have observed the online activities in academic year 2013/2014 carried on by students of General Didactics, a degree course in the Department of Educational Sciences of «Roma Tre» University. These activities include the realization of two online practical classes: completion of the QSA (Questionnaire for Learning Strategies); participation in a cooperative online learning exercise. In both experiences we analyzed the procedures and outcomes. We observed that, through the QSA, students reflected on their learning strategies and on the importance of planning their university commitments: a positive factor is the high percentage of students who took the exam successfully in the first session (approximately 68%). In addition, the questionnaire data clearly show that students found that group work helps to develop cognitive and meta-cognitive competences as well as relationship competences. In particular, we found that in the General Didactics examination the students who had experienced cooperative learning obtained higher grades, on average, than those who did not, and that the former group had less «sigma» compared to the latter.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"140 1","pages":"245-283"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77073961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-MARZ
A. Marzano, Rosa Vegliante
The Development of Inferential Reading Skills in Kindergarten by Means of IWB: A Preliminary Research The article describes the communicative and interactive processes in groups of kindergarten children engaged in text reading/understanding tasks through the functional use of IWB. The aim is to use specific methodologies and teaching aids to assess whether and how it is possible to stimulate and facilitate inferential skills development with the learner’s active involvement. In this understanding process, the basic function is carried out by an adult who controls the interaction between peers during the reading step and the way the children are engaged to participate and act. The research project consists of meetings during which children are invited to read animated figures or static picture sequences. The experimental design envisages a control group in which a teacher introduces materials without the aid of IWB, and an experimental group in which children work on the same materials presented through IWB. Moreover, the research aims to show how the use and sharing of soundgraphic texts can enhance the children’s analytical competence and heuristic processes.
{"title":"Lo sviluppo delle abilità inferenziali di lettura nella scuola dell’infanzia con l’utilizzo della LIM: le premesse di una ricerca","authors":"A. Marzano, Rosa Vegliante","doi":"10.7358/ECPS-2014-010-MARZ","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-MARZ","url":null,"abstract":"The Development of Inferential Reading Skills in Kindergarten by Means of IWB: A Preliminary Research The article describes the communicative and interactive processes in groups of kindergarten children engaged in text reading/understanding tasks through the functional use of IWB. The aim is to use specific methodologies and teaching aids to assess whether and how it is possible to stimulate and facilitate inferential skills development with the learner’s active involvement. In this understanding process, the basic function is carried out by an adult who controls the interaction between peers during the reading step and the way the children are engaged to participate and act. The research project consists of meetings during which children are invited to read animated figures or static picture sequences. The experimental design envisages a control group in which a teacher introduces materials without the aid of IWB, and an experimental group in which children work on the same materials presented through IWB. Moreover, the research aims to show how the use and sharing of soundgraphic texts can enhance the children’s analytical competence and heuristic processes.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"78 1","pages":"341-367"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83146242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-ROSS
P. Rossi
Digital Technologies for Learning Design The paper aims to analyze how educational technologies are changing the process of instructional design and the processes of personalization and inclusion. The contribution starts by examining the state of the art of instructional design today and how teachers perform their design tasks according to the approach based on «teachers’ thinking». The artefacts used in the design process and in the digital author software to support the design itself will be then explored. Starting from the existing scenario, future opportunities are assessed according to the needs created by the complexity of the current context and by the potentialities of today’s technologies. The hypothesis is the possibility of creating an artefact for design which can merge two moments that occur before class, the design and preparation of materials. The artefact is meant as a bridge crossing three moments of didactic activity, that is, designing, in-class interaction and documentation. The PROPIT project («Designing for personalization and inclusion with technologies»), which implies the use of such an artefact, will be briefly described.
{"title":"Le tecnologie digitali per la progettazione didattica","authors":"P. Rossi","doi":"10.7358/ECPS-2014-010-ROSS","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-ROSS","url":null,"abstract":"Digital Technologies for Learning Design The paper aims to analyze how educational technologies are changing the process of instructional design and the processes of personalization and inclusion. The contribution starts by examining the state of the art of instructional design today and how teachers perform their design tasks according to the approach based on «teachers’ thinking». The artefacts used in the design process and in the digital author software to support the design itself will be then explored. Starting from the existing scenario, future opportunities are assessed according to the needs created by the complexity of the current context and by the potentialities of today’s technologies. The hypothesis is the possibility of creating an artefact for design which can merge two moments that occur before class, the design and preparation of materials. The artefact is meant as a bridge crossing three moments of didactic activity, that is, designing, in-class interaction and documentation. The PROPIT project («Designing for personalization and inclusion with technologies»), which implies the use of such an artefact, will be briefly described.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"111 1","pages":"113-133"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80800111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-PEDR
Stella Pedrosa, Tito Ricardo de Almeida Tortori
This article presents the Pedagogical Itineraries, an innovative educational proposal to teachers and students of basic education and high schools students (elementary and secondary education), and to the costumers of Science Centres (museums, zoos and other informal education places). Besides offering elements to digital didactics and educational opportunities using a virtual support that allows interaction and appropriation of knowledge in topics of the natural sciences field, our goal is to offer subsidies for the use of these learning objects in a logical and flexible manner. Furthermore, new creations made by teachers, students and Science Centres visitors can be integrated with the pre-existing itineraries. Therefore, what is proposed is not a mass production of media fragments, but a professional structure that supports production and an interactive and educational use of these resources. So, it will possible contribute to increase the scientific knowledge In this context we develop a didactic proposal which involves the production of learning objects with an emphasis on creativity, interactivity and interdisciplinary of content.
{"title":"Digital Didactics and Science Centres: An Innovative Proposal","authors":"Stella Pedrosa, Tito Ricardo de Almeida Tortori","doi":"10.7358/ECPS-2014-010-PEDR","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-PEDR","url":null,"abstract":"This article presents the Pedagogical Itineraries, an innovative educational proposal to teachers and students of basic education and high schools students (elementary and secondary education), and to the costumers of Science Centres (museums, zoos and other informal education places). Besides offering elements to digital didactics and educational opportunities using a virtual support that allows interaction and appropriation of knowledge in topics of the natural sciences field, our goal is to offer subsidies for the use of these learning objects in a logical and flexible manner. Furthermore, new creations made by teachers, students and Science Centres visitors can be integrated with the pre-existing itineraries. Therefore, what is proposed is not a mass production of media fragments, but a professional structure that supports production and an interactive and educational use of these resources. So, it will possible contribute to increase the scientific knowledge In this context we develop a didactic proposal which involves the production of learning objects with an emphasis on creativity, interactivity and interdisciplinary of content.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"435 1","pages":"177-187"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77732943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-MENI
A. Calvani, L. Menichetti
Assessment of Digital Competence: A Tool for Primary Schools Digital competence is now recognized as one of the most important educational goals to be pursued in the policies of the new millennium. Research is proposing numerous considerations to better define the nature of this competence and it generally stresses the need to develop theoretical models in which, together with strictly technical knowledge and skills, cognitive abilities and notions of ethics and behavior are also present. This theoretical reflection includes the problem of providing schools with tools to facilitate and assess progressive advances at various levels of age. In the European framework and within the Digital Competence Assessment (DCA), a program which also covers other school levels, the present contribution shows a questionnaire used in order to assess digital competence in primary schools, which is useful to identify areas on which to conduct immediate actions. The questionnaire, together with its accompanying instructions, is made available to schools under the Creative Commons license.
{"title":"Valutazione della competenza digitale: che cosa fare per la scuola primaria","authors":"A. Calvani, L. Menichetti","doi":"10.7358/ECPS-2014-010-MENI","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-MENI","url":null,"abstract":"Assessment of Digital Competence: A Tool for Primary Schools Digital competence is now recognized as one of the most important educational goals to be pursued in the policies of the new millennium. Research is proposing numerous considerations to better define the nature of this competence and it generally stresses the need to develop theoretical models in which, together with strictly technical knowledge and skills, cognitive abilities and notions of ethics and behavior are also present. This theoretical reflection includes the problem of providing schools with tools to facilitate and assess progressive advances at various levels of age. In the European framework and within the Digital Competence Assessment (DCA), a program which also covers other school levels, the present contribution shows a questionnaire used in order to assess digital competence in primary schools, which is useful to identify areas on which to conduct immediate actions. The questionnaire, together with its accompanying instructions, is made available to schools under the Creative Commons license.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"74 1","pages":"285-303"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86298662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-MORE
G. Moretti, A. Morini
Explorative Study on the Introduction of E-books in Primary School 5th-Grade Classes The paper presents the results of an explorative study on the introduction of illustrated and interactive e-books in primary schools. Starting from the analysis of the issues that national and international researches have highlighted over the last few years, the present study focuses on the concept of engaged reader and underlines two interesting aspects: the selection of top quality e-books and the process of familiarizing children with the new reading format. This explorative empirical study was carried out in two primary schools in Italy, with eighty-two children of four 5th-grade classes who were given the task of reading of an e-book using a tablet device. The children were individually observed during the interaction with the e-book. Each group of children had a comprehension test after the reading session and then a recorded interview at the end of the activity. After collecting and processing the data, we analyzed the strategies and the personal reaction of the children during the reading. We highlight the flexible characteristic of the e-book and the possibility of personalizing the reading process. Moreover, we consider the key role of the teachers in getting the children to familiarize with the e-book. We more deeply analyze some aspects influencing the reader’s comprehension and engagement, and highlight the importance of integrating different book formats in the school context.
{"title":"Ricerca esplorativa sull’introduzione di e-book in classi quinte di scuola primaria","authors":"G. Moretti, A. Morini","doi":"10.7358/ECPS-2014-010-MORE","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-MORE","url":null,"abstract":"Explorative Study on the Introduction of E-books in Primary School 5th-Grade Classes The paper presents the results of an explorative study on the introduction of illustrated and interactive e-books in primary schools. Starting from the analysis of the issues that national and international researches have highlighted over the last few years, the present study focuses on the concept of engaged reader and underlines two interesting aspects: the selection of top quality e-books and the process of familiarizing children with the new reading format. This explorative empirical study was carried out in two primary schools in Italy, with eighty-two children of four 5th-grade classes who were given the task of reading of an e-book using a tablet device. The children were individually observed during the interaction with the e-book. Each group of children had a comprehension test after the reading session and then a recorded interview at the end of the activity. After collecting and processing the data, we analyzed the strategies and the personal reaction of the children during the reading. We highlight the flexible characteristic of the e-book and the possibility of personalizing the reading process. Moreover, we consider the key role of the teachers in getting the children to familiarize with the e-book. We more deeply analyze some aspects influencing the reader’s comprehension and engagement, and highlight the importance of integrating different book formats in the school context.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"2 1","pages":"443-460"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87958763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-CALV
A. Calvani, G. Vivanet
Technologies for Learning: What Is the Role of Evidence Based Education? If we ask ourselves whether technology improves learning, then evidence-based research provides us with a substantial body of knowledge, mainly derived from systematic comparisons of experimental designs. In the first part of the paper, the state-of-the-art regarding the evidence on the effectiveness of educational technology, e-learning/blended learning, digital reading, and interactive whiteboards at school (K-12), is introduced underlining the contrast between these data and the rhetoric that accompanies discussion about technological innovation in schools. The second part highlights that evaluation merely based on evidence, although necessary, is not a sufficient condition for decision-making on technological innovation in schools. The introduction of technology has different implications: it requires a careful consideration of untapped potential and involves evidence-based information with other evaluation criteria, related to reasons of utility or ethical issues and values.
{"title":"Tecnologie per apprendere: quale il ruolo dell’Evidence Based Education?","authors":"A. Calvani, G. Vivanet","doi":"10.7358/ECPS-2014-010-CALV","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-CALV","url":null,"abstract":"Technologies for Learning: What Is the Role of Evidence Based Education? If we ask ourselves whether technology improves learning, then evidence-based research provides us with a substantial body of knowledge, mainly derived from systematic comparisons of experimental designs. In the first part of the paper, the state-of-the-art regarding the evidence on the effectiveness of educational technology, e-learning/blended learning, digital reading, and interactive whiteboards at school (K-12), is introduced underlining the contrast between these data and the rhetoric that accompanies discussion about technological innovation in schools. The second part highlights that evaluation merely based on evidence, although necessary, is not a sufficient condition for decision-making on technological innovation in schools. The introduction of technology has different implications: it requires a careful consideration of untapped potential and involves evidence-based information with other evaluation criteria, related to reasons of utility or ethical issues and values.","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"63 1","pages":"83-112"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80580923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2014-12-22DOI: 10.7358/ECPS-2014-010-LUCI
L. Luciani
A Smart Educational Action as the Italian Pat to the Smart City: The Multimedia Public Library and Digital Culture Although the term «smart city» is increasingly used today, it is open to different interpretations and uses. Much like an increasing fashion that is easy to adopt, the smart city is being increasingly proclaimed, proposed and considered a goal by policymakers. Many administrative actions and applications are called «smart», but what is a «smart city» exactly? When can a city actually be considered smart? What is the relationship between the «smartness» of its technological-organizational systems of social life, of its environment or territory and of its citizens’ intelligence? Considering the development and evolution of the modern city, is there a relationship between intelligence and creativity? Through the answers to these questions, the result of a logical-consequential theoretical analysis, and with regard to the critical acquisition and spreading of a digital culture, this contribution aims to put forward and support the value linked to creating a widespread network of multimedia public libraries, proposed as a cornerstone for actually achieving a smart city. This action must not be delayed in Italy seeing as it significantly lags behind other European and more economically advanced countries in this regard. Italy is sorely lacking in this kind of library with its far-reaching cultural benefits that can potentially enhance human socio-creative development of «digital intelligence».
{"title":"Un’azione edu-formativa «smart» come via italiana alla città intelligente: mediateca e cultura digitale","authors":"L. Luciani","doi":"10.7358/ECPS-2014-010-LUCI","DOIUrl":"https://doi.org/10.7358/ECPS-2014-010-LUCI","url":null,"abstract":"A Smart Educational Action as the Italian Pat to the Smart City: The Multimedia Public Library and Digital Culture Although the term «smart city» is increasingly used today, it is open to different interpretations and uses. Much like an increasing fashion that is easy to adopt, the smart city is being increasingly proclaimed, proposed and considered a goal by policymakers. Many administrative actions and applications are called «smart», but what is a «smart city» exactly? When can a city actually be considered smart? What is the relationship between the «smartness» of its technological-organizational systems of social life, of its environment or territory and of its citizens’ intelligence? Considering the development and evolution of the modern city, is there a relationship between intelligence and creativity? Through the answers to these questions, the result of a logical-consequential theoretical analysis, and with regard to the critical acquisition and spreading of a digital culture, this contribution aims to put forward and support the value linked to creating a widespread network of multimedia public libraries, proposed as a cornerstone for actually achieving a smart city. This action must not be delayed in Italy seeing as it significantly lags behind other European and more economically advanced countries in this regard. Italy is sorely lacking in this kind of library with its far-reaching cultural benefits that can potentially enhance human socio-creative development of «digital intelligence».","PeriodicalId":41872,"journal":{"name":"Journal of Educational Cultural and Psychological Studies","volume":"21 1","pages":"369-394"},"PeriodicalIF":0.3,"publicationDate":"2014-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78756537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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