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Helping educators to teach competences with the support of technology in the Italian context

Helping educators to teach competences with the support of technology in the Italian context. Giovanna Chiozzi Telecom Italia S.P.A . Trento, Italy Silvio Giaffredo , Roberto Gris, Marco Ronchetti DISI – Università degli Studi di Trento Trento, Italy. The eSchooling project.

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Helping educators to teach competences with the support of technology in the Italian context

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  1. Helping educators to teach competences with the support of technology in the Italian context Giovanna Chiozzi Telecom Italia S.P.A. Trento, Italy Silvio Giaffredo, Roberto Gris, Marco Ronchetti DISI – UniversitàdegliStudi di Trento Trento, Italy

  2. The eSchooling project An industrial project involving: the major Italian phone carrier (TelecomItalia) a publisher (Eriksson) an SME active in teacher formation (ForTeam) a SME active in SW development and SW solutions (Memetic) a University (as consultants – Uni Trento)

  3. Challengesfor "School 2020" Whatis hot in today's and tomorrow'sschool? ICT Competencies

  4. Whichsolutions for the challenges of School 2020? ICT: Learning Management Systems e-books Vertical apps (CAD, simulations, GeoGebra…)

  5. Whichsolutions for the challenges of School 2020? Competencies: ?

  6. What are "competencies"? German school of Developmental Psychology (Gelman and Greeno, 1989, Sophian, 1997) (a) “Knowledge”: conceptual competence, rule-based, abstract knowledge about an entire domain; (b) “Skills”: procedural competence, procedures and skills needed to apply conceptual competence in concrete situations; (c) “Competencies”: performance competencies, required to assess a problem and select a suitable strategy for its solution.

  7. In simplewords? Notonly "to know", nor "beingable to do", but "Be able do do with whatyouknow" (situadedknowledge)

  8. The European and the Italian frameworks

  9. The result… Most Italian teachers feel lost and confused. Indications are vague and contradictory: teachers understand that they are requested to adapt to a new paradigm, yet they do not understand how to get there, and often not even where is “there”.

  10. Why are competencies a problem? Pellerey (2010) absence of a suitablesemantic and operative framework Bottani (2007) “pedagogical tsunami” caused by the big butlargelyincoherentamount of work done on the notion of competence

  11. Why are competencies a problem? Need to change the pedagogicalparadigm ICT can favour the change, buttheymay be a problem in themselves Averageteachersage: 55

  12. Aims of the project Defining new models of innovative teaching strongly based on the competence approach and supported by digital technologies; Investigating new learning practices that digital books might enable; Building a software prototype that supports the above mentioned methodology and practices, while providing the functionalities of a Learning Management System.

  13. What happens in the Italian high schools? T0: formative plan (FORMAL) T0 + 9 months: Assessment (FORMAL)

  14. What happens in the Italian high schools? T0: formative plan (FORMAL) T0 + 9 months: Assessment (FORMAL) in the middle: NOTHING

  15. Project idea 0) Build a competence taxonomy 1) Collect declarations (plans) at T0 2) Give tools to design/perform activities competence evaluation (rubrics) 3) Use informationsto proactively favor the communication: "self": reminders teacher– teacher school– family teacher – student (metacognition) 4) Support formal evaluation at T0 + 9 months:

  16. Project idea 0) Build a competence taxonomy 1) Collect declarations (plans) at T0 2) Give tools to design/perform activities competence evaluation (rubrics) 3) Use informationsto proactively favor the communication: "self": reminders teacher– teacher school– family teacher – student (metacognition) 4) Support formal evaluation at T0 + 9 months: EASY TO USE !

  17. The role of the digital book A book that supports "doing" e "reasoning" Thesis by HyeonKyeong(Chloe) Hwang, "Qbook" winner of the section "Entertainment, Media and Gaming" of the international competition "Future Ideas" http://futureideas.eu/(NL)

  18. Validation Pedagogy experts TLC communities experts Selected teachers ("Innovators") The testbed: participating schools (two years) 10 schools, 2 classes per school, 2-3 disciplines 40-60 Teachers 500 students 25-100 parents

  19. Validation: the research questions Is the system effective in favoring/supporting teaching/assessing by competence? Is the competence taxonomy adequate? How is the system usability? Areas: teacher support student support family support Methodology: analytics focus groups questoinnaires

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