University of Trieste

V National Congress
CKBG 2015

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The tools and technology environments have produced, in some contexts, methodological, cultural and social changes at a deep level. We refer to the program of educational innovation in Brazil or to the so-called "Arab Spring".
But in other contexts and conditions the same tools, presented in paths of innovation, often did not produce real change. In Italy, in particular, we have sought to introduce technologies to school with various programs and experiments, the last of which have seen massive adoption of LIM (Multimedia Interactive Blackboards) as a relevant tool for classes 2.0. Having led the latter to the desired changes and today are considered, the analysis suggests that the government school, bulky and menacing for teachers (see the document The Good School, p. 74). In the document "The Good School" It argues that technology should be light and flexible, enabling, diffuse, discreet, respectful, personal (citing the approach Bring Your Own Device - BYOD) especially sustainable for our public resources. But as they translate into operational these characterizations?

The reasons for the insufficient level of the instruments can be manifold. They manifest themselves in the resistance from the possible actors / agents (teachers, trainers) with respect to the adoption of new digital technologies for teaching, the use of technology by small groups and closed that they do not know or fail to spread innovation to colleagues and students, limited in scope and duration of innovation, which can not spread and take root in poor continuity between innovation and current practice. Of course, it must also consider the financial burden and the levels of skills and preparation of the ruling class and the trainers / teachers.

In other words, next to some situations in which digital technologies are adopted successfully in other cases there is a strong resistance to teachers and schools (and universities) to adopt new digital technologies for teaching activities (think of the LIM, the ability to use tablet, personal devices, to adopt forms of distance learning); other times when technologies are introduced are encapsulated within groups that are considered "avant-garde" that remain isolated, that is, without the possibility of spreading to other colleagues and classes. Often, technologies are introduced with projects lasting for a limited period of time and then progress no further: the finished project, abandoned the technology. Perhaps, then, the lasting change is actionable when there is continuity with the current practice, and impose or require a radical change may be counterproductive.

Upstream, where there is no reference to psycho-pedagogical theories that drive innovation, we risk not having a clear orientation. An adequate training for the knowledge and use of such theories is lacking and there is little development of adequate technology skills. Also models of collaboration between schools and universities to experiment with innovations are lacking. There is no overview of what technologies to enter school and how. The document on "The Good School" assumes the existence of "natural innovators" to entrust innovation and renovation, but they really exist? If yes, how to detect them? How to involve them in a process of innovation transferable? How to balance the need to capitalize on proven practices with the need for innovation that today's society demands?

The Congress offers a moment to reflect on these issues, to identify conditions and proposals for innovation between change and continuity, studying possible solutions to emerging problems.

Therefore we invite to submit contributions on the following topics:

  • learning supported by technology
  • experience of use of technology in educational contexts
  • e-learning and vocational training
  • teacher training in new technologies
  • development of identity and self in virtual environments
  • online interactions and / or mediated by technology
  • methods of assessing the added value of technology
  • technologies and groups
  • design and testing of innovative technological environments
  • formative experiences of social networks
  • social and psycho-social use of technologies
  • Blended Learning
  • Mobile Learning
  • Social Games and Serious Games
  • cultural effects of new technologies
  • critical aspects of network and information technology
  • network culture, communication and interaction
  • formal, informal and non-formal supported by technology
  • e-tutor as facilitator of the use of technology
  • smart cities and digital technologies
  • technology and sustainability

Dip. Humanities - Univ. TS

Copyright 2015 by Patrizia Turina Bosazzi

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