“ Grundtvig Project” ON- OFF. Exchange of Methodologies in Education of Detainees

1. 2° Istituto di Istruzione Superiore “A-Ruiz” di Augusta-(ITALIA) Istituto Tecnico Settore Tecnologico - Istituto Tecnico Settore Economico Liceo Scientifico delle Scienze Applicate CTP-EDA Centro Territoriale per l’Educazione Permanente nell’Età Adulta “Grundtvig Project” ON- OFF. Exchange of Methodologies in Education of Detainees • 7th/10th May 2014 – Faro ( Portugal)

2. DEDICATED SPECIAL PLACES AS CLASSROOM: The strengths of IT in the classroom

3. ITALIAN SCHOOLS In the past • The classroom has always been the only space used for teaching. • All spaces were considered to have a single function and were unused during the remainder of the school timetable. Today • The school is considered to be a single, integral environment in which every individualspace is of equal importance, each providing for welcoming, flexible places for people and activities.

4. Widespread use of technology allows for and requires a different organization of the learning environment. • The need for an integrated approach. • The use of the various ‘interoperable’ spaces in which we encourage engaging teaching. • Alearning space outside and beyond the classroom.

5. This concept of a learning space outside the classroom, supplemented by the use of new technology, has to be transferred inside the prisonwhere classroom walls have to be demolished to encourage thedevelopment of ideas, knowledge and interpersonal relationships.

6. The pedagogical area in Augusta prison is organized in: • 7 classrooms • 1 library • 1 computer room • 1 movie theater • 1 gym

7. The computer room, together with the movie theater, is considered to be the flagship of the Institute.It has 15computers and an interactive whiteboard (IWB).

8. TIMES Lessons are often delivered in the computer room using the IWB, a vital tool which improves student participation and motivation levels, used by all primary and secondary school teachers Primary school teachersteaching science, geography and history in the multimedia classroom once or twice a week. First grade secondary school teachersmainly for technology, science, mathematics, history and geography courses about 3 times a week.

9. Many activities can be organizedin the computer room : • Students can present their work to other students and teachers; • Teachers can provide support and guidance for activities; • You can create opportunities for sharing with external experts and others; • It allows for input on specific study topics; • It allows for reflection on information received; • Independent research with paper and digital support; • It allows for teacher-student interaction on an individual basis and provides both for reinforcement and correction.

10. The potential of multimedia The teacher structures activities to facilitate cooperation and multimedia classrooms providing for a space and a support which: • Increases student motivation due to interactivityand the “novelty value” of the equipment • Improves communication in the classroom encouraging participation through use of various media (texts, images, video) • Encourages the development of teaching centred on the student and his needs • Encourages cooperative learning

11. Conclusion Training program for detainees must be incorporated within a path of social integration, a process that can help to strengthen motivation for the future and rebuild a global life project. Training should be a real opportunity for re-entering the world of work. The multimedia classroom within the prison can help to set detainees back on track and restore the dignity of the lives of the inmates.