Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).
Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.
This document presents the modelling and engagement process that emerge from content creation on a social network device. The latter is used informally and collaboratively to provide a meaningful learning environment and to constitute the distant side of a blended learning. This device puts into perspective the use of social network that can be beneficial for training. It also shows a creative approach to a mediation initially designed for entertainment. This is an action research project conducted in the form of grounded theory in the context of a communication course. The results of this research make it possible to understand the stakes of distant social experience on training. They are useful to the trainer through the conceptual modelling of processes. They are also useful for research that addresses training issues such as engagement through information and communication technologies. We finally see that this device can serve as a springboard for more immersive technologies such as artificial intelligence.
In the field of teachers training of different levels (primary and secondary) and types (in-service and pre-service), exploiting video support for teaching practices analysis is a well-established training method to foster reflection on professional practices, self- and hetero-observation, and finally to improve teaching. While video has long been used to capture microteaching episodes, illustrate classroom cases and practices, and to review teaching practices, recent developments in video annotation tools may help to extend and augment the potentialities of video viewing. Various, although limited, numbers of studies have explored this field of research, especially with respect to in-service teachers training. However, this is less the case for Vocational Education and Training. The study presented here is a pilot experience in the field of in-service teachers training in the vocational sector. A two-year training programme using video annotation has been evaluated and analysed. The dimensions investigated are teachers’ perceptions on the usefulness, acceptance and sustainability of video annotation in teaching practices analysis. Results show a very good acceptance and usefulness of video annotation for reflecting on practice and to deliver feedbacks. Implications for the integration of a structural programme of analysis of practices based on video annotation are presented.
This contribution presents the results of research on teaching practices supported by augmented reality conducted in school contexts in the three-year period 2015–2017. With reference to the objectives of the National Plan for Digital Education relating to the realisation of innovative learning pathways to promote critical thinking, reflection and creativity, attention is addressed here to the digital environments and in particular to the augmented reality environments for school education.
Specifically, the article aims to reflect on the impact of augmented reality in learning for secondary school students, in relation to the co-constructive and participative approach of knowledge and to the expressive re-elaboration. For this purpose, the analysis of the data of a questionnaire is proposed, administered to secondary school teachers from various Italian regions, in regard to heritage education developed by means of augmented reality. Both the strengths, with particular reference to the elements of teaching innovation, and the critical aspects have been examined to identify the elements/processes capable of making innovative learning practices sustainable.
The article describes the idea of creation and development of Polish biweekly magazine “Biały Orzeł” (“White Eagle”), originated in Boston in 2002/2003 by the White Eagle Media LLC publishing house. The periodical, which has been published until today, was at the time one of the largest projects in the segment of so-called ethnic media in the United States. The work’s aim is to present the title’s history, identify factors affecting on creation of the Polish diaspora press, diagnose components determining the success/failure of the project, as well as local conditions that had a direct impact on decision to launch described press title. The methodology used in the implementation of this material includes in-depth interviews with project co-founders (publishers and journalists) carried out over 2017 and 2018, executed jointly on a group of 9 people, providing quality data from staff directly involved in described publishing project from its very beginnings. A valuable source of data was also open access to archives of the “White Eagle” hard copies, dated between 2003 and 2008.
The article presents the use of social media in the corporate communication processes between the company and the internal and external environment and the role that the relatively new social network LinkedIn plays in this act of communication. Secondary data analysis, with the subject literature and available research as the source of information, allowed to draw conclusions about the growing importance of social media in corporate communication and the significant role that LinkedIn fulfills in the act of communication with the stakeholders. It seems that along with the growth of communication needs, companies are constantly looking for new, integrated channels of communication with stakeholders, and recently their activities have moved to social media, where Facebook is the leader. Other social media, mainly LinkedIn, are overlooked, which may result in less effective corporate communication in social media by the companies.
This study is an overview of the technologies used by students with learning disorder (LD) and has the purpose of investigating how and the conditions on which digital technology can be an integral part of a motivating and barrierless learning environment also for students with special educational needs. Classrooms of the 21st century could be equipped with a teacher’s PC, student devices, e-board, Internet connection and a full suite of technological equipment, content, software and applications specially designed for education. The aim of this research was to observe whether the didactic work carried out in digital classrooms is beneficial to students with LD. By comparing data from the quantitative analysis and the observations carried out in the classroom, it is possible to affirm that the introduction of technologies in the classroom provides the benefits described by international works on this topic.
Currently, there is a need to assess the impact of ICT educational policies in educational centres. In this study, the level of digital competence of students is proposed as an indicator of the impact of these policies. However, there is an international problem when it comes to measuring this competence due to its diversity and conceptual complexity. This study presents a theoretical model of conceptualisation and systematisation of digital competence through various constructs derived from the sociocultural approach (Command, Privileging, Appropriation and Reintegration). The empirical validation of this model is the main purpose of this article. The sample of this study consists of 1,881 students of primary and secondary education of the autonomous community of Andalusia (Spain). For the data collection, an ad hoc questionnaire of 22 items is created. A statistical analysis based on structural equation model (SEM) is applied using the SmartPLS 2.0 M3 programme. The results reveal that the theoretical model is valid and has a predictive power (R20.712 and Q20.7087). To conclude, the validation of this theoretical model is a first step for the consideration and creation of digital competence as an indicator of the impact of ICT educational policies.