In the presented article, the author explains the need for reflection on the use of a smartphone or tablet by the youngest media users. It presents current research on the use and impact of mobile devices on children, as well as the destructive dimension of the consequences caused by their excessive use as well as the need and scope of education of media competence of preschoolers. The author also presents the results of her own research regarding parents’ opinions on the role and impact of a smartphone / tablet in children’s everyday life. It also presents the teachers’ view on the role of educators in the process of acquiring media competence by children.
Polish pedagogical and psychological literature as well as mass media more and more often inform about disorders of competences and social relations of teenagers, as a result of abuse of digital technologies, especially smartphones. The authors analysed 31 cases of patients with cyberabuse and addictions at the Social Prevention Centre in terms of the occurrence, intensity and character of the disappearance of their real social contacts, as well as their behaviour in small natural peer groups. The obtained results were compared with 49 groups of adults and parents of patients. Research based on participatory observation and in-depth interviews showed that teenagers devote over 62% less time to personal social relations than their parents, their time of real social relations with parents is about 38 minutes per day, create atomistic attitudes towards family (e.g. refusal to participate in common meals), have shallow and narrow groups of friends, and prefer borrowed contacts (through social media). The average declared number of teenagers’ friends in social media exceeds 540, while their parents use smartphones in less than 140. Young respondents use smartphones in almost every social and life context (e.g. in toilets, in church, at school, during meals). The research confirmed the occurrence of digital technology abuse. The article ends with preventive delegations.
Nowadays, in many Italian and European universities, teachers’ training includes one or more examinations related to new didactic methodologies and practices. The topic of this paper is how it is possible to realize a new video analysis laboratory as a didactic and research “tool” for teachers’ training at the University of Salerno that can support teaching–learning process for new teachers. The main idea of this project is to design and implement a mobile video analysis laboratory for video recording real or simulated didactic activities. In addition, the concept that drives this research is to develop a “plug-and-play” laboratory that can be installed everywhere in less than 15 minutes by everybody. This laboratory is already designed and tested and is composed of five cameras, a control room software and an open source video analysis software.
The study discusses the ability to develop metacognitive skills through experiences of contact with cinematic works that produce complex, multifaceted, emotional impacts understood by the body before they are understood by the mind. We investigate the relationship between music and images by identifying morphological profiles and the multimodal value of hybridized, dynamic and mutually changing phenomena [Zambaldi, 2016] in which we see ourselves [Gallese, Guerra, 2015]. We must emphasize that only by elaborating propositions, reordering reality according to grammatical codes and syntactic patterns, it is possible to circumscribe and amplify the power of communication and non-verbal relationships: the power of embodied cognition must not stop but foster the power of words
In this work, a Storytelling FabLab has been designed for the realization of virtual performances on a Shakesperian play in an elementary school. In this FabLab, many elements have been digitally manipulated: text, audio files, virtual actors on a 3D stage, and 3D Greek masks. Learning of contents and motivation have been assessed and compared to those of a traditional class working on the construction of real masks as artefacts. Regarding learning effectiveness, data show that there is no great difference between the score gained by the experimental group and the control one; however, results emphasize a high intrinsic motivation for both experimental and control groups. Moreover, qualitative results of both groups highlight the positive feeling of doing things reflecting user’s own interest: pupils want to invent their own stories and realize them (physically or digitally).
This paper is about “Improvement of teaching techniques by eye tracking in technology enhanced classrooms” (e-Teach), an innovative project funded by the Erasmus Plus Programme (KA2 - Strategic Partnership in the field of School Education). The project aims to study teachers’ eye movements in real teaching situation using eye-tracking glasses and compares the teachers’ use of digital technologies between novices and experts teaching the same school subject. The purpose of this study was to provide indicators of skill gaps between novices and experts which can be addressed appropriately with highly targeted teacher education. The first part of the paper reviews recent developments in conceptual frameworks for digital competence and in digital competence descriptors. The second part describes the project status, the methods and its phases. In conclusion, the paper gives a brief overview of initial findings of ongoing research, focusing largely on the Italian experience, and development tasks for the next project phases. The initial findings suggest that teachers valued the benefits of using digital technologies in classrooms and recognized the necessity of professional development. They also provided specific insights for the purpose of developing an online course for teacher education in four languages: English, Turkish, Italian and Lithuanian.
Although scholars emphasised the essence of feedback delivered on virtual reality-based tasks, it remains unclear whether the acquisition of students’ oral presentation skills can be enhanced by the timing of feedback. An exploratory study, recently conducted in a Dutch university, explores the potential differential impact of immediate versus delayed feedback within a virtual reality-based task, in which students present to a virtual audience and receive feedback generated by the computer on presentation behaviour. By making use of an experimental study design, the potential effects of immediate feedback are compared with a control condition of a virtual reality-based presentation task with delayed feedback directly provided after the presentation. Performance assessments, including validated rubrics for oral presentation skills, were used for data collection. The results demonstrated no differences between the impact of immediate and delayed feedback on students’ presentation performance. However, significant differences in performance were traceable for students from differing study domains. As such, students following a technical study showed lower presentation scores in comparison to students from non-technical higher education curricula. More studies are needed to investigate comprehensive learning environments on students’ presentation skills in virtual reality, since combining different forms of feedback could foster students’ learning outcomes.
This paper examines the learning experiences using student reflections. Data collection was carried out by prompting undergraduate students to reflect on their worst and best experiences, accomplishments, and what they learned through online collaborative activities. The theoretical framework used to explore these experiences was the Community of Inquiry model, which claims the optimal learning experience is at the intersection of three presences (Garrison, Anderson, and Archer, 2000). How can we use these student perceptions of their experiences to create optimal learning experiences in an online environment? Specific teacher characteristics, sense of community, learner effort, sense of improvement and progress, student expectations of online classes, and the impact of feelings and emotion on other presences are some of the themes that surfaced through content qualitative analysis in this study. Students also responded to a validated survey (explicitly prompting the CoI presences) which revealed the impact of lack of student interest in course topics. These themes are valuable because they reveal significant components of students’ learning experiences which can be used to recreate optimal experiences in other settings. This paper builds on the theoretical framework by adding the student perspective and offering a codebook for qualitative content analysis of reflections.