Margherita Di Stasio, Beatrice Donati, Matteo Bianchini
The term “coding” is used to label a wide range of learning activities directly or indirectly related to the design and implementation of algorithmic procedures. These activities are now widespread in all levels of schools and are performed in very different pedagogical frameworks. Our hypothesis is that teachers look at coding from a perspective strongly influenced by their background. In particular, we deem that a logical and philosophical training may foster a de-commodified vision of coding and computational thinking. We have therefore decided to design and experiment a teacher training path that provides participants with some basics of logic and analytical philosophy. We analysed if and how this kind of training influences classroom coding activity. In the first part of this contribution (Sections 1 to 3) we introduce the theoretical framework underlying our hypothesis as well as the training and educational activities proposed to teachers. In the second part (Sections 4 to 7), we present the results of this path by means of a comparative case study focusing on the coding practices implemented in the experiences.
{"title":"How Teacher Training on Analytic Philosophy Can Help Schools in Developing a Decommodified Interpretation of Coding Activities","authors":"Margherita Di Stasio, Beatrice Donati, Matteo Bianchini","doi":"10.36253/me-13466","DOIUrl":"https://doi.org/10.36253/me-13466","url":null,"abstract":"The term “coding” is used to label a wide range of learning activities directly or indirectly related to the design and implementation of algorithmic procedures. These activities are now widespread in all levels of schools and are performed in very different pedagogical frameworks. Our hypothesis is that teachers look at coding from a perspective strongly influenced by their background. In particular, we deem that a logical and philosophical training may foster a de-commodified vision of coding and computational thinking. We have therefore decided to design and experiment a teacher training path that provides participants with some basics of logic and analytical philosophy. We analysed if and how this kind of training influences classroom coding activity. In the first part of this contribution (Sections 1 to 3) we introduce the theoretical framework underlying our hypothesis as well as the training and educational activities proposed to teachers. In the second part (Sections 4 to 7), we present the results of this path by means of a comparative case study focusing on the coding practices implemented in the experiences.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84229702","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}
Can education be a response to the injustices generated by datafication? Although education has been considered a crucial instrument to generate a more democratic and egalitarian society, there is no linear relationship between education and social justice. In the same vein, data literacy as an approach to generate data justice or social justice in the context of datafication should be explored. In this article, I offer a conceptual analysis of the educational response to datafication. As a result of this exploration, I contend that, although the educational interventions are evolving towards forms of sensitivity and attention to the problem of datafication, there is a need for integrated approaches that consider complexity. Indeed, digital infrastructures, regulations, and political contexts shape a problem that goes well beyond the educator’s degrees of freedom. Notwithstanding the fact that this set of contingencies might be seen as limitations, it is only by taking them into account that the educational response can be imagined. Notably, the educators’ role should go in the direction of expanding knowledge and criticism towards the digital infrastructures, beyond technological competence, to promote counter-hegemonic antagonisms as means to build new contexts of data justice, and therefore, social justice.
{"title":"Pathways for Social Justice in the Datafied Society","authors":"J. Raffaghelli","doi":"10.36253/me-13383","DOIUrl":"https://doi.org/10.36253/me-13383","url":null,"abstract":"Can education be a response to the injustices generated by datafication? Although education has been considered a crucial instrument to generate a more democratic and egalitarian society, there is no linear relationship between education and social justice. In the same vein, data literacy as an approach to generate data justice or social justice in the context of datafication should be explored. In this article, I offer a conceptual analysis of the educational response to datafication. As a result of this exploration, I contend that, although the educational interventions are evolving towards forms of sensitivity and attention to the problem of datafication, there is a need for integrated approaches that consider complexity. Indeed, digital infrastructures, regulations, and political contexts shape a problem that goes well beyond the educator’s degrees of freedom. Notwithstanding the fact that this set of contingencies might be seen as limitations, it is only by taking them into account that the educational response can be imagined. Notably, the educators’ role should go in the direction of expanding knowledge and criticism towards the digital infrastructures, beyond technological competence, to promote counter-hegemonic antagonisms as means to build new contexts of data justice, and therefore, social justice.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88075540","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}
The first lockdown period, during the 2020 spring, had a very serious impact on Italian students’ life. Suddenly, the distance learning became the only way to attend lessons. Students didn’t have an appropriate technological and emotional background considering both the ability to use instruments like computers and e-learning platforms, and the appropriate knowledge and skills to face the new way of managing class lessons especially because it was the unique available option. Starting from the large amount of information (through teachers' ante, post and in itinere reports, ante and post questionnaires to students and teachers, focus groups with teachers selected on the basis of their involvement in the project) collected during the PON Coding and Robotics project that took place in the 2019/2020 year and ended in the middle of the lockdown, in this paper we are going to analyse the results of the survey administered to students and teachers to investigate how their behaviours and perceptions about education have changed during the distance learning period. Among the results of the analysis conducted on 214 (ante and post) student responses, it emerged that the students who participated in the project felt they had had an improvement in their relationship with science and math and that some teachers found the project a motivational boost to overcome lockdown difficulties.
{"title":"Before and after the lockdown: analysis of the perceptions of students and teachers involved in an Educational Robotics project","authors":"Beatrice Miotti, Daniela Bagattini","doi":"10.36253/me-13314","DOIUrl":"https://doi.org/10.36253/me-13314","url":null,"abstract":"The first lockdown period, during the 2020 spring, had a very serious impact on Italian students’ life. Suddenly, the distance learning became the only way to attend lessons. Students didn’t have an appropriate technological and emotional background considering both the ability to use instruments like computers and e-learning platforms, and the appropriate knowledge and skills to face the new way of managing class lessons especially because it was the unique available option. \u0000Starting from the large amount of information (through teachers' ante, post and in itinere reports, ante and post questionnaires to students and teachers, focus groups with teachers selected on the basis of their involvement in the project) collected during the PON Coding and Robotics project that took place in the 2019/2020 year and ended in the middle of the lockdown, in this paper we are going to analyse the results of the survey administered to students and teachers to investigate how their behaviours and perceptions about education have changed during the distance learning period. Among the results of the analysis conducted on 214 (ante and post) student responses, it emerged that the students who participated in the project felt they had had an improvement in their relationship with science and math and that some teachers found the project a motivational boost to overcome lockdown difficulties.","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85886945","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}
La pandemia ha portato alla ridefinizione di alcune modalità tipiche della cultura scolastica, sia da parte degli insegnanti che da parte degli studenti. In questa situazione sono emerse nuove pratiche, nuovi modi di fare didattica e allo stesso tempo nuove forme di sottrazione – o ‘resistenza’ – da parte degli studenti che hanno prodotto forme ‘altre’ di cultura digitale, scolastica e universitaria. Obiettivo della ricerca che qui presentiamo è quello di indagare quanto – e soprattutto come - sono cambiate, rispetto al periodo precedente alla pandemia generata dal Covid 19, le routine degli studenti e delle studentesse della scuola di secondo grado e dell’università, considerando, in particolar modo, il ruolo dei media digitali all’interno di queste dinamiche. Il principale strumento utilizzato è stato l’intervista, somministrata a quaranta ragazze e ragazzi delle scuole secondarie di secondo grado e dell’università, residenti in differenti regioni d’Italia. Le interviste, raccolte insieme a un piccolo team di studentesse e studenti coinvolti nella ricerca, hanno fatto emergere come, grazie ai media digitali, durante i periodi di pandemia ragazze e ragazzi abbiano usato una serie di tattiche di resistenza e ri-significazione degli spazi domestici, al fine di rispondere a una situazione inedita e inaspettata. Abstract in inglese The pandemic brought to the re-definition of some of the typical modalities of the scholar culture, both from the educators’ and the students’ points of view. In this situation emerged some new practices, new ways of teaching, and at the same time new forms of subtraction – or “resistance” – from the students’ side, which created “unusual” forms of digital scholastic and academic culture. The aim of this research is to investigate how much – and in particular how – the daily routine of the second grade and university students changed, compared to the previous phase of Covid 19, evaluating in particular the role of digital media inside these dynamics. The main tool used has been the interview, hand out to forty boys and girls from secondary and university degree, leaving in different Italian regions. The interviews, collected thanks to the support of a team of students involved in the research, arose that thanks to digital media, during the pandemic periods, boys and girls used several strategies such as resistance and re-signification of domestic spaces, aiming at responding to a previously unknown and unexpected situation.
这一流行病导致教师和学生重新定义了学校文化的一些典型模式。在这种情况下，出现了新的做法、新的教学方法，以及产生了“其他”形式的数字、学校和大学文化的学生的新形式的绑架(或“抵抗”)。我们在这里提出的研究的目的是调查—最重要的是,作为- -都变了,一道防火墙Covid 19所产生的与前一期间相比,学生的常规和二级学院和大学的学生,特别是,考虑到这些动态的数字媒体的作用。所使用的主要工具是对居住在意大利不同地区的40名中学和大学的女孩和男孩进行采访。访谈,收集学生和学生的一个小团队一起参与研究,揭示了大流行期间多亏了数字媒体,女孩和男孩用一系列战术的强度和ri-significazione家居空间,以意想不到的回答和前所未有的局面。英语摘要:流行病导致了一些典型的学术文化模式的重新定义，两者都来自教育工作者和学生的观点。在这种情况下，出现了一些新的实践，新的教学方式，在同样的时间，从学生的角度，创造了数字学者和学术文化的“不寻常”形式。这项研究的目的是调查这些动态中数字媒体的作用。主要的工具曾经是采访的对象，从中学和大学毕业后被送到更强壮的男孩和女孩，离开意大利不同的地区。The interviews, collected thanks to The support of a team of学生的The research, arose数码媒体,during that thanks to The流行病的,男孩和女孩used several战略such as抵抗和re-signification of国内spaces, aiming at responding to a previously有别于and unexpected形势。
{"title":"Fra i banchi di... casa. Il punto di vista dei giovani sulla didattica a distanza nei giorni del lockdown. - Among the school desks… at home. The point of view of youths on distance learning during the lockdown.","authors":"A. Mascio, C. Scarcelli, Martina D'Ariano","doi":"10.36253/me-13877","DOIUrl":"https://doi.org/10.36253/me-13877","url":null,"abstract":"La pandemia ha portato alla ridefinizione di alcune modalità tipiche della cultura scolastica, sia da parte degli insegnanti che da parte degli studenti. In questa situazione sono emerse nuove pratiche, nuovi modi di fare didattica e allo stesso tempo nuove forme di sottrazione – o ‘resistenza’ – da parte degli studenti che hanno prodotto forme ‘altre’ di cultura digitale, scolastica e universitaria. \u0000Obiettivo della ricerca che qui presentiamo è quello di indagare quanto – e soprattutto come - sono cambiate, rispetto al periodo precedente alla pandemia generata dal Covid 19, le routine degli studenti e delle studentesse della scuola di secondo grado e dell’università, considerando, in particolar modo, il ruolo dei media digitali all’interno di queste dinamiche. \u0000Il principale strumento utilizzato è stato l’intervista, somministrata a quaranta ragazze e ragazzi delle scuole secondarie di secondo grado e dell’università, residenti in differenti regioni d’Italia. Le interviste, raccolte insieme a un piccolo team di studentesse e studenti coinvolti nella ricerca, hanno fatto emergere come, grazie ai media digitali, durante i periodi di pandemia ragazze e ragazzi abbiano usato una serie di tattiche di resistenza e ri-significazione degli spazi domestici, al fine di rispondere a una situazione inedita e inaspettata. \u0000 \u0000Abstract in inglese \u0000 \u0000The pandemic brought to the re-definition of some of the typical modalities of the scholar culture, both from the educators’ and the students’ points of view. In this situation emerged some new practices, new ways of teaching, and at the same time new forms of subtraction – or “resistance” – from the students’ side, which created “unusual” forms of digital scholastic and academic culture. \u0000The aim of this research is to investigate how much – and in particular how – the daily routine of the second grade and university students changed, compared to the previous phase of Covid 19, evaluating in particular the role of digital media inside these dynamics. \u0000The main tool used has been the interview, hand out to forty boys and girls from secondary and university degree, leaving in different Italian regions. The interviews, collected thanks to the support of a team of students involved in the research, arose that thanks to digital media, during the pandemic periods, boys and girls used several strategies such as resistance and re-signification of domestic spaces, aiming at responding to a previously unknown and unexpected situation. ","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80514241","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}
{"title":"Ideological Format of the Children's First Reader/Alphabet Book","authors":"","doi":"10.13187/me.2022.4.624","DOIUrl":"https://doi.org/10.13187/me.2022.4.624","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42957960","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}
{"title":"Cinema Feminist Agenda as a Source for Gender Studies","authors":"","doi":"10.13187/me.2022.4.656","DOIUrl":"https://doi.org/10.13187/me.2022.4.656","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47165728","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}
{"title":"Prospects for Contemporary Media Education in Russia Based on Feature Films in the Focus of Family Education: A Theoretical Review of the Problem","authors":"","doi":"10.13187/me.2022.4.546","DOIUrl":"https://doi.org/10.13187/me.2022.4.546","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732811","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}
{"title":"Conflictogenic Units in Modern Media Communication","authors":"","doi":"10.13187/me.2022.4.523","DOIUrl":"https://doi.org/10.13187/me.2022.4.523","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48698580","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}
{"title":"Media Educational Technologies in Teaching Schoolchildren and Students in the Age of Digital Transformation","authors":"","doi":"10.13187/me.2022.4.617","DOIUrl":"https://doi.org/10.13187/me.2022.4.617","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43878557","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}
{"title":"Media Resources in the Raising of Prosocial Behavior of Schoolchildren","authors":"","doi":"10.13187/me.2022.4.634","DOIUrl":"https://doi.org/10.13187/me.2022.4.634","url":null,"abstract":"","PeriodicalId":43240,"journal":{"name":"Media Education-Mediaobrazovanie","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45303057","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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