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Digital manipulation versus real one: learning and motivation in a case study on Storytelling

., Schellens T. (2010), Students’ perceptions about the use of video games in the classroom, Computers & Education , 54, 1145-1156. Bull, G., Knezek, G., & Gibson, D. (2009). Editorial: A rationale for incorporating engineering education into the teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 9 (3), 222-225. Burghardt, D., & Hacker, M. (2008). Development of a math infusion model for middle school engineering/technology education. Paper presented at the 38 th ASEE/IEEE Frontiers in Education Conference , Saratoga, NY

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Digital classroom and students with learning disorders: a study to improve learning processes and teaching practices

) AMOS. Abilità e motivazione allo studio: prove di valutazione per ragazzi dagli 8 ai 15 anni. Trento: Erickson. Emili, E., & Gaggioli, C. (2017). Digital and inclusive environment. Form@Re - Open Journal Per La Formazione In Rete , 17(1), 49-67. doi:10.13128/formare-20164 European Agency for Development in Special Needs Education. (2013). Nuove Tecnologie per l’inclusione. Information and communication technology for inclusion. ICT4I. Sviluppi e opportunità per i paesi europei. Odense: Danimarca. Falcinelli, F., & Gaggioli, C. (2016). The use

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Fostering oral presentation skills by the timing of feedback: an exploratory study in virtual reality

Engineering Education, 25 , 308–317. doi: 0949-149X/91 De Grez, L. (2009). Optimizing the instructional environment to learn presentation skills. Dissertation: Universiteit Gent. DeLucenay, A. J., Conn, K. M., & Corigliano, A. (2017). An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students. Pharmacy Education, 17 (1), 322-328. Dihoff, R. E., Brosvic, G. M., Epstein, M. L., & Cook, M. J. (2004). Provision

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Digital competence as an indicator of the impact of ICT educational policies: Validation of a theoretical model using PLS

-220. ISTE (2007). NETS for Teachers: National Educational Technology Standards for Teachers, Second Edition. ISTE (International Society for Technology in Education). Retrieved from Leontiev, A. N. (1971). The problem of activity in psychology. En J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). Armonk, New York: Sharpe. Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and tools for digital literacy development. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences

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A “psychopathic” Artificial Intelligence: the possible risks of a deviating AI in Education

intelligence, Business Horizons , (62)1, 15-25. Koliska, M., Diakopoulos, N. (2018). Disclose, Decode and Demystify: An Empirical Guide to Algorithmic Transparency. The Routledge Handbook of Developments in Digital Journalism Studies . Eds. Scott Eldridge II and Bob Franklin. Kostecka-Szewc, A. (2017). Nuove tecnologie-nuove sfide alla didattica. Annales Universitatis Paedagogicae Cracoviensis , 9(3), 158-166. Larson, J., Mattu,S., Kirchner, L., Angwin, J. (2016). How We Analyzed the COMPAS Recidivism Algorithm , https

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The Development of Diorama Learning Media Transportation Themes to Develop Language Skill Children’s Group B

Belajar – Mengajar Masa Kini, Makassar State University Pers. Kustiawan, U. (2013). Sumber dan Media Pembelajaran Anak Usia Dini. Malang: FIP UM. Kustiawan, U. (2016). Mading Show for Early Age Child. Asian Journal of Social Sciences & Humanities, Volume 5 Nomor 1 Februari 2016, Halaman 113-118 ISSN: 2186-8484. Japan: Leena and Luna International. Meutia, A.C. dkk. (2003). APE untuk Kelompok Bermain. Jakarta: Direktorat PAUD Depdiknas. Morrison, G.S. (1988). Education and Development of Infants, Toddlers, and Preschoolers. London: Scott, Foresman

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Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European project

. (2014). What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 9 (4), 281–299. Parigi, L. (2016). Balancing between ICT training and reflective practice in teachers’ professional development. TD – Tecnologie didattiche , 24 (2), 11-121. Pereira, S., Pinto, M., Moura, P. (2016a). Understanding the Current World. Report on the e-Lab Experimentation . Minho: University of Minho. Pereira, S., Pinto, M., Moura, P. (2016b). Media uses and audiences in the digital environment. Report on the e

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Head teacher professional networks in Italy: preliminary results of a national survey


In this article, we present the preliminary results of a national survey conducted by INDIRE on head teachers communities and professional networks. About one-fourth of the total population of Italian public school leaders participated in the survey. One of the main intents of this research is to contribute to understanding of the phenomenon of professional networks frequented by school leaders and to pave the way for a further reflection on how to use such networks for head teachers’ training so as to support their daily professional practice conducted too often in isolation.

This contribution is synergetic with what was envisaged by the new Italian school reform introduced with Law 107/2015 and, in particular, with the roles of the school leaders and the networks. This research is conducted within the INDIRE DsinRete2 research project.

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Approaches to training in companies


The need to address generational change and the challenges of a global market in terms of maintaining productivity require small and medium enterprises, mainly of an artisanal nature, to rethink training. The challenges mainly concern production capacity, which is increasingly problematic given that demand does not allow for long-term schedules and enhancement of human resources. There are many tensions and just as many needs for improvement, and training is therefore the space in which to collect and rework in order to restore a new perspective of sustainable and quality change.

This study presents a process of collaboration between universities and businesses, in which the former provide the framework for the activation of mechanisms that make use of work analysis, while the latter provide the appropriate support (time and opportunities for discussion) to allow for a review of the proposed training model and trainer functions in a dynamic and complex production environment.

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