1 / 18

The impact of New Technologies on the education of the young

Mario Gargantini director of emmeciquadro , quarterly of Science, Education and Teaching. The impact of New Technologies on the education of the young. Expansion of possibilities Under which conditions? A strategy for e-ducating.

quinn-beach
Download Presentation

The impact of New Technologies on the education of the young

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Mario Gargantini director of emmeciquadro, quarterly of Science, Education and Teaching The impact of New Technologies on the education of the young

  2. Expansion of possibilities Under which conditions? A strategy for e-ducating A criterion for evaluating the NTthe education of the person

  3. Learning not only symbolic and conceptual but perceptive and hands-on = more personal involvement of the student learning by doing “Multimedia practice means not only to reproduce, analyse, explain but to produce, manipulate, simulate, transform. In a word: to construct. For an instructonistic school, abstractaly adult, one substitutes a constructonistic school, positively child-like”.(R. Maragliano, Compagno di banco, 1997) 1. Expansion of possibilities

  4. Not static contents but interaction with a variety of contents = continuous comparison with reality Possibility of non-predetermined paths, active role of the student in the educational process = enhancement of creativity From bidirectional teacher-student communication to multiplication of the communication channels Beyond the limits of the classroom = total communication experience

  5. Learning as exploration Data mining, Information hunting … • Amplifying: • quantity of information, • its variety, • its updateability fundamentally unlimited expansion on the web = experience of continuous choice = experience of continuous re-elaboration and re-organization of the contents

  6. Contents vs Process “It is no longer important, today, to learn something, but to know how to access the knowledge. That which counts is not the contents but the process... To think and remember become collective processes that can be shared in real time... "(De Kerckhove, Telema 12/98) = capacity to confront new things, flexibility of learning

  7. If one really wants to propagate ICT culture, it is not enough grant the access furnish the instruments train in the use 2. Under which conditions? One needs to intervene from the beginning on some pedagogical nodes connected to the special nature of the NT

  8. Focus on knowledge Man-machine interaction cannot be the aim but an instrument for the encounter between the person and reality • Web = • new windows on reality • one of the possibilities for modern man to approach reality

  9. Focus on questions The comparison with reality is effective if it is the verification of an hypotesis Otherwise it is information chaos Web = many answers But who teaches to pose the questions?

  10. Focus on discovery Exploration new paradigm of learning • But exploration requires: • a point of departure • points of reference • destinations • … which the technology cannot give “Internet: many roads, no destinations”

  11. Focus on choice “With the Internet we set out to know all without having to learn anything: we do not have to do anything except connect to the web“ (De Kerckhove, Telema 12/98) Is it really so? A new problem for 21st century man: the management of the quantity of information

  12. In the normal use of the NT the number of options grows disproportionately: hypertext and multimedia offer a multiplicity of languages, paths, actions… the navigation of the Internet is a continuous choice of links, buttons, icons… A paradox of contemporary man: the criteria of choice disappear just as the number of opportunities grows A subtle pedagogical misunderstanding:the capacity to choose does not grow only because one must make many choices

  13. The success of e-learning depends on e-ducating And this is based on the role of teachers 3. A strategy for e-ducating

  14. Two models “weak”, “student centered” the teacher limits himself to suggesting and stimulating autonomous learning activities • B. “strong”, “teacher centered” • the teacher is, in the first place, the protagonist of a creative use of NT

  15. Consequent actions top-down Centralized creation of archives (off/on line): materials, contents, models, paths, courses pre-packaged, structured and ready for use teacher = distributor/assembler of modules

  16. B. bottom-up Collection (via web) of needs and ideas from the life of the schools and redistribution of tools and partially prepared material to integrate in the teaching b. ICT tools emphasizing experiences and original proposals • c. ICT tools supporting free initiatives of educators (not only teachers), expressions of social and cultural identity teacher = creative witness of the effectiveness of the NT

  17. … about creativity the student does not become creative only because many occasions “to do” are offered Creativity is a dynamism of the person that needs a motive… …to search at the level of interpersonal relationships (master-disciple)

  18. Exemple Medieval abbeys, workshops and universities the deep roots of European culture and technology

More Related