The course aims to provide a solid theoretical and methodological foundation in the field of education technologies and media education, promoting an in-depth understanding of the concepts and practices that characterize the interaction with digital media. Special attention is given to the conscious and critical integration of technologies into everyday teaching in schools, so as to develop skills useful for designing digitally augmented learning environments. The training course will also aim at developing skills related to key themes such as the distinction between technologies in a broad sense and digital technologies, the interaction between cognitive processes and technological tools, Analysis of devices and resources that can be used in school settings. Blended learning approaches will be promoted, with particular emphasis on both national and European regulatory references relating to digital competence and strategies for its development. Finally, the potential and educational implications of artificial intelligence in schools will be explored in order to promote a critical and conscious use for future teachers/ teachers.

The course aims to address the main themes of digital teaching. Concepts and methodological principles of the main teaching technologies will be addressed. Much space will be devoted to the analysis of concrete examples of educational situations.

The lessons will cover the following topics:

• distinction between technologies and digital technologies;
• relationship between cognitive processes and technologies;
• Technological devices for education;
• media education;
• learning with/of technologies;
• existing frameworks for the integration of digital technologies into teaching;
• blended learning;
• national and European regulatory references to digital competence;
• artificial intelligence in education (AIED).

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Knowledge and understanding

At the end of the course students will have acquired knowledge of the main concepts of the use of digital technologies in school, with reference to the main authors and recent developments of this field of study; will be familiar with the teaching design devices supported by digital technologies; will have understood the difference between learning with and technologies; will be familiar with the devices and functions of educational and media education technologies.

Applying knowledge and understanding

At the end of the course students will have to demonstrate the ability to: design learning units related to different disciplines; analyze technological devices for teaching;  select knowledge according to criteria of essentialization and problematization (according to the theory of educational transposition) for the construction of teaching activities; they should provide examples of teaching mediation based on digital technologies.

Making judgements

At the end of the course, students should demonstrate their ability to: critically assess the appropriateness of educational choices relating to curriculum design and educational transfer of knowledge; Identify the most appropriate technological devices for designing specific learning environments.

Communication skills

At the end of the course, students should have acquired: the ability to clearly express the contents of the course by explaining its meaning; the ability to communicate through the use of a specific disciplinary language with school workers; the ability to argue on educational topics and problems.

Learning skills

At the end of the course students will have acquired a good autonomy in reading the study materials and teaching materials related to the course; the ability to evaluate the effectiveness of certain educational choices; the ability to formulate self-assessment questions.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

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Teaching

During the course, active participation of students will be promoted through group discussions, project work and workshops in which real educational situations are simulated. This approach promotes the development of critical skills such as problem solving, creativity and teamwork.  Students will be encouraged/ed to reflect critically on their own experiences and share their reflections with peers, enriching the collective learning process.

Innovative teaching methods

The following teaching strategies are planned during the course:

• Theoretical lessons;
• In-depth seminars;
• Cooperative learning;
• Laboratory teaching.

Attendance

None.

Course books

G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci editore, Roma.

N. Cavalli, P. Ferri, S. Moriggi, A scuola con le tecnologie. Insegnare e apprendere nel digitale, Mondadori Università, Milano.

G. Bonaiuti, A. Dipace, Insegnare e apprendere in aula e in rete. Per una didattica blended efficace, Carrocci editore, Roma.

A choice of:

• P. C. Rivoltella, Le virtù del digitale. Per un’etica dei media (Nuova edizione rivista e ampliata), Editrice Morcelliana, Brescia.
• V. Gallese, S. Moriggi, P. C. Rivoltella, Oltre la tecnofobia. Il digitale dalle neuroscienze all’educazione, Raffaello Cortina Editore, Milano.

Assessment

The intended objectives are verified through a written test. The evaluation criteria are as follows:

• relevance and effectiveness of the responses in relation to the content of the programme;
• the level of articulation of the response;
• adequacy of the disciplinary language used.

Each of the criteria is assessed on a four-level scale of values/ratings with equal weight assigned to each criterion. The final assessment is expressed in thirty-ths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

During the course, active participation of students will be promoted through group discussions, project work and workshops in which real educational situations are simulated. This approach promotes the development of critical skills such as problem solving, creativity and teamwork.  Students will be encouraged/ed to reflect critically on their own experiences and share their reflections with peers, enriching the collective learning process.

Attendance

None.

Course books

G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci editore, Roma.

N. Cavalli, P. Ferri, S. Moriggi, A scuola con le tecnologie. Insegnare e apprendere nel digitale, Mondadori Università, Milano.

G. Bonaiuti, A. Dipace, Insegnare e apprendere in aula e in rete. Per una didattica blended efficace, Carrocci editore, Roma.

A choice of:

• P. C. Rivoltella, Le virtù del digitale. Per un’etica dei media (Nuova edizione rivista e ampliata), Editrice Morcelliana, Brescia.
• V. Gallese, S. Moriggi, P. C. Rivoltella, Oltre la tecnofobia. Il digitale dalle neuroscienze all’educazione, Raffaello Cortina Editore, Milano.

Assessment

The intended objectives are verified through a written test. The evaluation criteria are as follows:

• relevance and effectiveness of the responses in relation to the content of the programme;
• the level of articulation of the response;
• adequacy of the disciplinary language used.

Each of the criteria is assessed on a four-level scale of values/ratings with equal weight assigned to each criterion. The final assessment is expressed in thirty-ths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

None.