Today, the socio-cultural fabric of our everyday lives has undoubtedly been transformed by the widespread use of digital devices. It was inevitable that this wave of change would also affect the education and teaching establishment in general, and schools in particular. With the integration of this new technology, schools have had to, and will have to review, not only their conceptual and curricular frameworks, which will need to be updated, through coherent programming guidelines, into education and training courses for the technological era, but also their teaching practices and strategies. This article aims to examine some of the conceptual and operative possibilities which have opened up with the arrival of the latest generation computer systems, focusing on the new “spaces” which educational science should analyze and use, in order to update and respond to the requirements of an increasingly advanced and globalised scientific world. To this effect, a paradigmatic hypothesis is put forward which, also in virtue of the characteristics of the new web, promotes a basis for an education more oriented towards teaching processes rather than the simple transmission of contents.

Digitality, media, education: Towards teaching processes

SMERIGLIO, Donatello
2011

Abstract

Today, the socio-cultural fabric of our everyday lives has undoubtedly been transformed by the widespread use of digital devices. It was inevitable that this wave of change would also affect the education and teaching establishment in general, and schools in particular. With the integration of this new technology, schools have had to, and will have to review, not only their conceptual and curricular frameworks, which will need to be updated, through coherent programming guidelines, into education and training courses for the technological era, but also their teaching practices and strategies. This article aims to examine some of the conceptual and operative possibilities which have opened up with the arrival of the latest generation computer systems, focusing on the new “spaces” which educational science should analyze and use, in order to update and respond to the requirements of an increasingly advanced and globalised scientific world. To this effect, a paradigmatic hypothesis is put forward which, also in virtue of the characteristics of the new web, promotes a basis for an education more oriented towards teaching processes rather than the simple transmission of contents.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11570/1935192
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