Teaching in the Knowledge Society: Between Technology and Competences
After a short introduction describing the influence that digital technologies and especially the Internet had on mankind, the paper reports on the last projects for the introduction of digital technologies in Italian schools, and especially focuses on the InnovaScuola project. This analysis leads to the discussion of the difficulties that students meet while approaching discipline topics, and allows dwelling on the importance that a good digital literacy can have in helping students to overcome their problems. As a result a framework for digital competence assessment is reported, and the data obtained from a competition made at different school levels are shown. Main result is the highlighting of the importance of problem solving strategies for the improvement of everyday teaching; problem-based strategies are then suggested to let teachers get best results in their work.
KeywordsDigital Technology Cognitive Dimension Knowledge Society Digital Literacy Computer Support Collaborative Learning
- Bauman, Z. (2006). Vita liquida. Rome-Bari: Laterza.Google Scholar
- Bindé, J. Cotbett, J., & Verity, B. (2005). 21st-century talks: Towards knowledge society. New York: UNESCO.Google Scholar
- Conner, M. L. (2004). Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster. New York (NJ): John Wiley & Sons.Google Scholar
- Conner, M. L. (1995). How Adults Learn. Ageless Learner, 1997–2007. Retrieved 15 June 2010 from http://agelesslearner.com/intros/adultlearning.html.
- Cartelli, A. (2003). Misinforming, misunderstanding, misconceptions: What informing science can do. In E. Cohen & E. Boyd (eds.), Proceedings of IS+IT Education 2003 Conference (pp. 1259–1273). Pori, Finland. Retrieved 6 April 2010 from http://proceedings.informingscience.org/IS2003Proceedings/docs/156Carte.pdf.
- Cartelli, A. (2008). E-learning and E-citizenship: Between PKM and PST. In D. Remenyi (ed.), Proceedings of the 7th European Conference on e-Learning, ECEL2008 (vol. 1, pp. 168–177). Agia Napa, Cyprus. Reading: Academic Publishing Limited.Google Scholar
- DIT, 2010. Dipartimento Innovazione e Tecnologia. Iniziativa InnovaScuola. Retrieved 6 April 2010 from http://www.innovascuola.gov.it.
- European Parliament and Council (2005). Recommendation on key competences for lifelong learning. Retrieved 15 June 2010 from http://ec.europa.eu/education/policies/2010/doc/keyrec_en.pdf.
- Galliani, L. (2004). La scuola in rete. Bari (Italy): Laterza.Google Scholar
- Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York (NJ): Basic Books.Google Scholar
- Guidolin, U. (2005). Pensare digitale. Teoria e tecniche dei nuovi media. Milan, Italy: Mc Graw-Hill.Google Scholar
- Jonassen, D. H. (1994). Thinking technology. Towards a constructivist design model. Educational Technology, 34(4), 34–37.Google Scholar
- Le Boterf, G. (1990). De la compétence: Essai sur un attracteur étrange. Paris: Les Ed. de l’Organisation.Google Scholar
- Mantovani, S., & Ferri, P. (2008). Digital kids. Come i bambini usano il computer e come potrebbero usarlo genitori e insegnanti. Milan, Italy: Etas.Google Scholar
- Martin, A. (2005). DigEuLit: A European Framework for Digital Literacy. A Progress Report. Journal of eLiteracy, 2(2). Retrieved 4 December 2009 from http://www.jelit.org/65/01/JeLit_Paper_31.pdf.
- Novak, J. D., & Gowin, D. B. (1984). Learning how to Learn. New York (NJ): Cambridge University Press.Google Scholar
- Piaget, J. (1970). Lo sviluppo mentale del bambino. Turin, Italy: Einaudi.Google Scholar
- Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), Retrieved 15 June 2010 from http://www.twitchspeed.com/site/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.htm.
- Tornero, J. M. P. (2004). Promoting Digital Literacy: Final report (EAC/76/03). Barcelona: UAB. Retrieved 15 June 2010 from http://ec.europa.eu/education/archive/elearning/doc/studies/dig_lit_en.pdf.