Manuela Fabbri

Monitorare siti condivisi : una proposta di scaffolding

The use of shared sites as a work tool, and for building and sharing knowledge in a “learning community” and/or “communities of practice” is undeniably a characteristic of the so-called knowledge society. The phenomenon concerns all individuals and contexts, and involves all professional categories starting from those operating specifically in the information and communication sectors. Teachers and all those working in the field of education can be legitimately considered part of these two categories. In this complexity of forms, the reality of social networking can be seen as extremely multi-dimensional. What emerges in particular is the problem of co-ordinationing contributions within the groups or communities. The solutions are by no means simple and give rise to a sort of antinomy between “guided” sites (groups or communities which identify specific roles of co-ordination, evaluation and decision-making) and spontaneous sites (groups /communities in which all the participants engage with total equality of roles). The first are based on a top-down model and run the risk of going beyond the what might be called the “social constructionist” limits that characterise the new generation web culture, whilst the latter, in their turn, risk ending up in chaos, with useless additional areas in which contributions pile up one after the other without shared progress and unitary conclusions. The question highlighted in this article rises from this antinomic context and asks how co-ordination and monitoring can be carried out in shared sites while respecting a bottom up approach and still be able to produce sharing and evolution of knowledge. A proposal is put forward which suggests that monitoring should consist of an approach based on scaffolding.

The TPACK model and teacher training in digital skills. Italian legislation and pedagogical implications

This paper examines the measures taken by the Italian Government to enhance the digitalcompetencies of pre-service and in-service teachers so as to promote educational innovation in Italy’s schools. The study discusses these measures within the framework of TPACK (Technology, Pedagogy and Content Knowledge), a model that outlines the knowledge domains underpinning teaching/learning processes in which technology plays a substantial role. The results show that, in spite of the wellestablished international conversation around TPACK, the Italian education system has not yet officially adopted this model, either for pre-service or for in-service teacher training. At the same time, however, anumber of government actions have actually paved the way towards possible adoption of the model itself, both from a theoretical and a methodological point of view.

I social network a scuola. Indagine esplorativa all’interno di tre scuole secondarie di primo grado della regione Emilia-Romagna

Abstract – This paper presents the results of “Social networks at school” survey, carried out – in 2017 – inside three secondary schools located in the Emilia-Romagna region. The objective of the survey was to formalize, on one side, the teachers’ knowledge about the regulatory frameworks related to the privacy issue applied in the online social networking environments. On the other side, to identify the teachers’ opinion regarding the impact of new technology considering opportunities and risks, with particular reference to didactic use of social media. The results of the survey show that schools perceive the privacy and social network regulation as relevant aspects to face urgently, but also that the didactic potential of those online and social environments are not sufficiently implemented. Riassunto – L’articolo presenta i risultati dell’indagine “I social network a scuola” che ha coinvolto, nell’anno 2017, tre scuole secondarie di primo grado collocate nella Regione Emilia-Romagna. L’obiettivo dello studio e stato quello di conoscere, da un lato, qual e l’effettiva conoscenza dei docenti del quadro normativo che regolamenta il tema della privacy negli ambienti di online social networking; dall’altro, di rilevare secondo un approccio sistemico, la loro percezione rispetto all’impatto delle nuove tecnologie didattiche considerando opportunita e rischi, con particolare riferimento all’uso didattico dei social media. Dall’analisi dei risultati emerge che nelle realta scolastiche prese in esame gli aspetti legati alla privacy e alle regolamentazioni sull’uso dei social network a scuola sono aspetti percepiti come rilevanti ma non ancora sufficientemente implementati sul versante della innovazione didattica. Keywords – online social network, teachers, school, didactic innovation, privacy Parole chiave – online social network, docenti, scuola, innovazione didattica, privacy

The “Winx world"

The “Winx world”- made up of tv shows and cinema, dolls, and different gadgets- at the beginning was an Italian phenomenon. But now, because of its spread– in 131 Nations and about to widen in America- can be accounted as a multinational one. This paper deals with the behaviour of adults, educators and parents towards this phenomenon, through the analysis of participations posted on the internet forums and blogs. This analysis brings out different positions of cultural strictness and strong differences of pedagogical awareness. Through this complex analysis the author could find three dominant directions: the “apocalyctics”, who consider Winx phenomenon toxic and poisonous, something their children should be defended from in order to avoid educational and sociocultural corruption; the “conformers”, who consider the phenomenon just one of the many recreational and mediatic products without any dangerousness; the “dialectician” who see the phenomenon as something real and present in children daily universe and who think that a “critical balance” is the best way solve the problem. These different positions have been organized in a systematic and problematic proposal, with the aim of giving a picture of the possible educative interventions. The proposed model includes both preventive actions and alternative management of the problem. Preventive actions should be aimed to making children feeling comfortable, providing them with instrument of critical thinking and personal enterpreneurship. Alternative management instead could be focused on finding game modes different from that proposed by trade, with the aim of making the two typologies coexisting. The proposed actions refuse prohibitionist perspectives in order to encourage child’s critical and competent thinking, through game experiences which uderline his/her critical thinking.

Analisi di un campione significativo di Learning Objects

Il lavoro analizza sul piano pedagogico e didattico il concetto di Learning Object (LO) a partire dalla rilevazione diretta dei modelli formativi sottostanti, in forma esplicita o implicita, un campione significativo di Learning Objects identificato all’interno di rilevanti esperienze di e-learning universitarie e non universitarie prodotte in diverse nazioni, allo scopo di giungere alla messa a punto di una modellistica problematica di tipo didattico dei Learning Objects, funzionale alla costruzione di algoritmi differenziati di progettazione, realizzazione, erogazione e valutazione di LO, anche nella prospettiva dei Learning Artifacts.