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'A SCHOOL TO SUIT DIGITAL GENERATION

If there were still doubts as to the indispensability of the adoption of multimedia to the new generations to ensure effective training and quality the video above can help to dispel them. For digital natives

the acquisition does not occur through absorption but a mode of research and exploration: It is imperative that teachers are a range of cultural depth and become aware of new, important role to be filled in the planning of new learning paths. The book silent and inert can no longer be the main source of knowledge: its static condemns him to be ineffective and rapid obsolescence.

Whatever the learning style of boys, keep them sitting behind desks for hours listening to a teacher passively regurgitating information, it is certainly the best way to get their attention. Write them to publish their blog in the world makes much more sense than writing a theme only for the teacher, and extend the classroom beyond the four walls with simulations and virtual travel allows you to create projects that help develop a "disciplined mind "in the sense Gardner.

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DO TEACHERS USE OF COMPUTER TRAINING BY CHILDREN

This is the comment by N. Negroponte to silence the objections of those who sees no feasible way to mass computerization of school. Given that I share most of opinions and all the work of this visionary founder of the OLPC (One Laptop erp Child) who celebrated in September another extraordinary success with the delivery of 400,000 PCs in Uruguayan children, I can not just accept his theory of the use of the computer (I know better from using ICT word that he is unseemly and disconnected from everyday practice and from ' imagery for the digital generation) shared a light heart by Faggioli that the ADI has translated and commented Negroponte the intervention of the IDB Forum.

Indeed I must say that I am astonished by the lightness with which he proposes such a theory, because many research and authoritative advice across the ocean (AAL, for example) have amply demonstrated that even though the children are using the PC and the Internet daily and for more hours, this does not mean means that they are able to benefit from the potential it offers for achieving necessary skills for the 21st century.

Being able to search, validate, organize information available on the web means to carry out the successive steps of type skills bloom and has nothing to do with knowing how to press buttons, because it requires cognitive skills that need to be developed by experts.

The view simply irrelevant information, or unverified, but failed to adequately analyze or organize, to synthesize them or use them for creative purposes does not prepare children to face the challenges of technologically interconnected world where competition is global and the pace evolution of technology is the new USB 3.0 at up to 25 gigabytes every 70 seconds.

Ben is a computer for a child, I wish I could see that day does not mean that it will sound the digital divide, but it risks creating a new illiteracy masquerading as a technological innovation.

A very sad prospect unless you provide trainers to train properly!

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TRAINING COURSE IN E-LEARNING IN MALTA

Thanks to a grant of individual training received by the Lifelong Learning Programme - Comenius, I could go to Malta to follow a course of five days dedicated to e-learning organized by Across Limits ltd "and based on material line available at this LINK . (The webpage provides login and password for access to everything we used during the course).

Among the stated objectives, there was the intention to demystify e-learning and make it accessible even to non-technically inclined, the practical use of tools to create e-learning courses, sharing of positive experiences among participants .

by experts in educational research that unequivocally and authoritatively demonstrate the potential of multimedia, and fierce advocate of the use thereof for increasing the pleasantness, the effectiveness of learning and to demonstrate the same, it is obvious that I asked to participate in this course to justify my conversion to ICT is back at the dawn of Web 1.0. A number of freeware applications and object of the course were already known to me (I use Hot Potatoes for 15 years), so my interest was mainly oriented towards developing a better understanding of the LMS (e-learning platform to manage students), LCMS ( creating content for e-learning) and SCORM (standard for the upload of e-learning), and the use of freeware applications for managing online classes as Dimdim , whose potential can be appreciated only in a session practice: in these areas the course has been quite satisfactory. Unfortunately

some of the links provided during the course and accessible from the site dell'Across Limits, on theoretical or practical resources to help you create e-learning are no longer operating or its latest update in a few years ago.

During the sessions I discovered the following two sites that did not know and they deserve a careful consultation:

1. Internet Public Library (IPL)
an extraordinary library online that not only provides quality resources for teaching / learning of any subject (founded by the University of Michigan School of Information and hosted by the College of Information Science and Technology 'Univerity of Drexsel), but agrees to undertake research on demand even if you do not find what you want.

2. Project Gutenberg
a free online collection of 30,000 books in all languages \u200b\u200b(audio and / or reading) produced by thousands of volunteers.

The most positive experiences of this very short period of training abroad - the fourth of its kind in my career - were Ina, Solveig and Cristina: the other three other teachers from Finalndia, Lithuania and Romania. The exchange of ideas, opinions and friendship that was born among us by sharing the desire to grow professionally (which is not common in the school I frequent) will certainly result in cultural exchanges and collaborations between students.
Also, my new Finnish friend confirmed to me what I had already read several reports by the OECD / CERI about the validity and effectiveness of the educational system of this Nordic country, whose olds, with 8,000 hours of lessons in less than Italian peers, are the first results of PISA test, while our boys are the last.

recipe? Strict selection for teachers (only 15% of the applicants is admitted), constant updating of teachers and training and summative tests for children (see video ).

groped would not be so hard to emulate, if the Italian school was not an employment center ably managed by trade unions and the Ministry of Education provvedesse a teacher training worthy of the name and press with monetary incentives and awards for outstanding people who constantly update their skills.

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The first negative

The results of a comparative research welfare of children in OECD countries has just been published by the OECD is once again a sad record for our country.
We are just average for the material well-being, health and safety, risk behaviors, and the last places for material well-being (child poverty than the 3% on average), home and living environment (in spite of low birth rate, many children live in overcrowded and in poor environments), and education. None of the six dimensions reviewed Italy shows a positive value.
The situation of education is by far one where our performance is the worst. Our records are:
- the 4th worst
average school performance - the 3rd worst place to number of young people employed or engaged in training
- the second lowest for the lack of love for the school.
Unfortunately, all shouting in a loud voice how little the various governments have hitherto done, and continue to do for the future of our country (spending for children is 80% of OECD average), and it is equally clear that if only 13% of students satisfied with the school (less than half the OECD average which is 27%, some states such as Norway, Turkey and the Netherlands recorded near or above 40%), all operators of the school system are required to ask themselves what they can do themselves to improve the school, because they are the people who make the environment.

Simon Chapple, one of the co-authors of the report concludes noting the need for Italy to "new direct investment on small children, especially if they make it possible to make a difference in the long term and which are in current expenditure is low "for larger, recommended instead of improving educational outcomes, and to make education more equitable for all, irrespective of their social situation, leaving school with better qualifications, and then better job prospects.

Children, do not forget, are the future of our country.

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ITALIAN SCHOOL OF OPEN LETTER TO THE MINISTER OF EDUCATION HONOR GELMINI

The video below was created to satisfy my overwhelming need for a cathartic suscitatami unexplained observations from which the said Minister Gelmini the increase of failures recorded this year.

My surprise and indignation when I became uncontrollable found that Washington was to host the "Global Competitiveness Education Summit, a meeting strongly supported by leaders of American politics - aware of the adverse impact on the economy of the failure of the students - including their leaders and leaders from Australia, Finland, Singapore and Canada, countries that achieve excellent results in education. America, it believes that it is essential to revitalize its education system to go back to being competitive and meet the changing needs of the knowledge society of the 21st century, organized a summit to discover the secrets of those who have already happened in order to discover how to develop skills for the third millennium and energize the innovation that drives economic growth.

while Mr Gelmini he wanted to clarify how the failure by many of our boys were a clear demonstration of the effectiveness and, above all, meritocracy in our education system, the other side of some emerging practices applicants that characterize an effective school: first of all, the connection of training and recruitment and constant updating required for the teaching staff and educational testing for students. As our school system has traditionally been far from this modus operandi has been repeatedly emphasized by many scholars of undisputed fame: I built the doubt that maybe everything was not known to the Honourable, hence my humble attempt to make a collage of data OECD-CERI, interviews, lectures and articles by prominent men of culture, Photo ( Flickr), music (Jamendo) in Creative Commons to give shape to the many doubts that fill my conscience as a citizen, my ethics teacher, my mind of life-long learner and my mother's heart.

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NEW RESEARCH SHOWS THAT THE AMERICAN "BLENDED LEARNING" It 's very effective.

E 'has just been published by the Minster of Education Research an American on 46 studies that compared the education Traditional education online: the results have concluded that the "blended learning" (ie learning that includes both the traditional teaching that can be found in the Internet) is more effective than individual approaches alone. In addition, the use online resources produced, alone, better results than they do the traditional teaching in the presence of the teacher. The U.S. Secretary of Education

Arnie Duncan said the news, stressing the need for teachers to incorporate digital content into their daily lessons.

The possibility that the effectiveness is due to the increase of learning time that the blended learning exposes the learner and not the instrument itself, does not seem to resize significativamentel'importanza a real increase in the success that is the destination most desired by each teacher has his or her profession to heart .

more interest, perhaps, is the discovery of the lack of experimental studies from 1996 to 2006 which should stimulate a more scientific approach to the comparison between blended learning and traditional learning

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AND IF NOT teach effectively had nothing to do with the present a good lesson that students need to understand and remember?

The article about " New York Times "dates back to January 9: The results that an experiment MIT has caused, have attracted the interest of all. With two classes TEAL (Technology Enhanced Active Learning) that is equipped with two classes of interconnected computers and clickers (devices through which students can click in real time the answers to any questions feel right, and teachers can have time Real PC the results of these surveys - usually anonymous) attendance on physics is up to 80% (before even the most qualified teachers are not as much as 50%) and the percentage of Failure to pass the examinations has dropped to 4% (from 10-12%). Other universities have now upgraded to replicate the incredible successful result of replacing traditional lectures to a wide audience of students (330 participants in the introductory lesson of Newtonian mechanics and electromagnetism) interactive learning, practical, collaborative and student centered. Whereas, as noted by Dr. Wieman the human mind can hold a maximum of 7 different items in working memory in the short, and can not process more than 4 ideas at the same time, it's no surprise that students remember only a fraction of the information presented in the form of a lecture than an hour. As Professor Mazur, if there turns into a marathon watching marathons on TV, so you can not become scientists listening to and observing a scientist.

80 students sitting in groups around 13 round tables in a classroom equipped with PCs that have whiteboards on the walls on which students were invited after a brief presentation of the teacher to continue expressing together with teachers and Assistant are encouraged to write formulas.

tradition teach that it means well for the teacher presenting a lesson well-prepared, and students understand and memorize it has finally overcome thanks to supporters like Dr. Dourmaskin. And then the students crowd the halls because there is something there for them in more than a simple delivery of information - well done as you want - but available everywhere through books and the Internet: they can finally raise your hand and get your own questions, because the teacher is there available to meet their demands. As you can imagine the older faculty at MIT (which took years to refine their lessons) show reduced enthusiasm than younger colleagues.

And the clickers? We need to know to what extent are the students: a useful formative assessment to maintain a proper speed in the development of various topics, giving everyone the opportunity to follow the program is running at a profit.

Classrooms, unfortunately, are expensive, but the confirmation that often when students fail is not the fault them, is undeniable.

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It 's always the teacher who makes a difference.

I just finished a follow up chat "Advanced technology use in the classroom" ( "Cutting-Edge Technology Classroom" ) was very interesting because it pointed me to resources I did not know, and I was also heartened, he spoke instead of tools that already use. The guests were

Lucy Gray, a specialist in technology for education all'Univeristà Chicago math teaching primary school science, and Eric Klopfer, director of the Training Program for Teachers at MIT.

E 'was reiterated that the potential inherent in the educational technology can be identified and exploited by teachers (often solitary innovators and individualists: sic) that are clear and the curriculum as being necessary for the preparation of future teachers is properly updated. Too many schools still (in America, think!) Consider technology as an option, and the board (so-called interactive) may have a revolutionary less extensive than we are to believe: video games, cell phones and iPods have the potential for extraordinary develop knowledge and skills in a realistic and enjoyable. Since the boys are willing to learn, why schools should switch off their wish? Even the alignment problem of testing this new type of teaching is beginning to be addressed (in America!) and will probably be exceeded.

not enough that the teacher opens a page on Facebook or Twitter to ensure educational use of these valuable tools for teaching, identify concrete and productive application in which to insert the "program" to play.

The great thing about Internet is that it makes you feel less alone, even if you company who is on the other side of the ocean!

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those who surf the INTERNET LAW MORE 'BOOKS

The report presented by the Italian Publishers (AIE) on "Children and teens: how to read and buy now customers of the library of tomorrow "is that children aged 6 to 19 years using the Internet are more avid readers than those who are unaccustomed to navigate.

a reassuring and positive signal that sets to silence those who consider the "digital natives" a lost generation, devoted to practices that demonize useless when not well regarded by picking up a book made of paper and ink. Another consideration is that the spontaneous as being associated with both important as access to new technologies and Web is a matter of considerable cultural importance of the school and the state should address, otherwise you may open a chasm between the other guys who are lucky enough to use the network and those who do not have it: the first access to resources increasingly varied and wide, while the latter are likely to see their weaknesses and grow falls further behind.

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Web 2.0 helps teachers become better.

The woman you see above is known in the academic world: neuroanatomy esteem and admiration, Marian Diamond teaches at the University Berkeley. His studies of the effects the external environment, aging and immune responses have on the bark neocerebrale have shown how different types of input (enriched or impoverished) can alter the structure of the cerebral cortex of rats and their conduct accordingly.

From Studies have shown that enriched or impoverished environments may increase the size of the constituents of the cortex at any age (from prenatal until advanced old age: 90 years):

only 4 days of enrichment can create a growth statistically significant, as well as 4 days of depletion can significantly reduce cortical development.

interesting if we think our students, no?

anyone would consider it a privilege to sit in a classroom listening to his lectures, and everyone can see that the sought-after video of his course are gratis as part of a growing worldwide movement that has led many academic institutions to open doors to their exclusive courses. Berkeley, Stanford, Yale, MIT have put all their lessons on You Tube Edu (launched last March) so that children can listen to a lesson, interesting and prof has more time for questions.

For teachers, the result is found the opportunity to have feedback and to get noticed: instead of diving in the search are now working hard to become better teachers.

In 82 years, Professor Diamond instead of thinking of stepping aside, it is surprising for a chance to speak to the world and to enjoy messages from students and teachers from all over the planet: a satisfaction unthinkable before the Web 2.0 .

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creative mind POOR: THE ITALIANS ARE AMONG THE LATEST IN RESEARCH, PATENTS AND TECHNOLOGY.

The European Commission has published the Eurobarometer , according to which indices, Italy's innovation is in second last place, well below the European average (white column graph above) regarding, inter alia, investment in R & D in Informatics, the number of graduates in technical-scientific and European patents.
The established trend for some years does not seem attributable to the global crisis and reduced investment: there are inventions, science and culture. This news made me think of "Minds for the Future," the latest book by Gardner, in which the scholar stresses the need to review thoroughly and deeply learning models: the current education system, created to prepare individuals for 19 th and 20 th century, is quite well suited to developing only the "disciplined mind" (mind respectful of rules and standards: "Obedient mind"), which extends in depth, but, unfortunately, is not sufficient alone to face the challenges of the 21st century.
Gardner accuses the school system to ignore the "synthesizing mind" ("synthesising mind") that grows in width, and, even more grve, to paralyze the "creating mind" ("creative minds"), which is extraordinarily flexible and forms the basis for success in the knowledge economy.
The writer examines the American system, but I do not think that our school is better prepared to stimulate creativity, perhaps if we want more innovation would be appropriate to review the priorities within the programs, reducing quantity to quality and especially for the development of technological skills and Case Study solving.

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INSTRUMENTS DIGITAL MEDIA AND TEACHERS

Pier Cesare Revolver, professor and director of Cremit Catholic University of Milan, has recently been expressed about the increasingly widespread use of whiteboards Multimedia (Nova-April 22-Sun 24 hours ago) by observing how the future of the school does not pass automatically through the equipment and digital literacy, but in the hands of teachers.
Recently a colleague pointed out to me how to read information from a web page is not very different from reading a page of a book I can only agree! This does not mean that your computer or the web are comparable to a printed text, but that is the use made of it to determine its value. Here's where it should go into the field will update the teacher: the media board, like many Web 2.0 resources, has the potential to achieve collaboration and cooperation between teachers and students to construct knowledge together if the teacher is prepared to use it for true ultimate end to which it is responsible or the construction of collaborative knowledge.

But the DNA of teachers is difficult to change! Ingrained habits, due to prolonged exposure to one type of methodology changed for decades, are difficult to remove. It 'hard brought into question, let the kids develop self-assessment skills and work with them means coming down from the pedestal of the holder of absolute knowledge, open to the world and get to the side of those who are growing, as a fellow expert, yes, but mostly as life -long learner, curious about the new that's around, open to experiment with its possibilities, willing to study again.
Only if we show love for knowledge, we can convey the excitement of the challenge and the satisfaction of lifelong learning.

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Fruits and vegetables are not what they used to be!?

Fruits and vegetables are essential in a healthy and balanced diet. But we also need to be aware of what kind of fruit and vegetables we eat every day. In fact, the intake of vitamins and minerals contained in these foods are now lower than it once was. Head of the growing system and, especially, distribution of fresh foods. First, the intensive exploitation of the land ended up impoverishing then absorbed nutrients from these foods. Then there are the times of the supply chain: from the point of harvest to point of consumption are very time consuming. Fruits and vegetables are transported by truck or rail to the warehouses of the general markets, often at temperatures not controlled situations that may create a loss of vitamins are present in the products. Then distributed to food retailers may be exposed to the sun and not entirely sold on the same day.
For all these reasons the Cooperative was founded "The Bridge" in Padua, which decided to make a difference by offering individuals, families and groups of packages of food and agricultural products (dry / fruit and vegetables) with these features :
the high quality of products (GMO-free, from companies that pursue the goal of zero chemical compound and expression of environmentally sustainable supply chains)
the environment (by encouraging the production of low environmental impact, the short cycle , products season, reducing the volume of packaging and optimizing transportation)
the promotion of a different style of consumption and can
Acting on these items, the Cooperative "The Bridge" is able to charge lower prices to consumers by about 20-30% than those proposed by the operators of reference (see Retail)
The Cooperative "The Bridge" is sponsored by the Consortium Co.Se.PA (Consortium services for agriculture) and non-profit organization Legambiente in line with its commitment to environmental and social as part of its campaign for Italian agriculture Legambiente Quality (Laiq). The Cooperative
"The Bridge" was therefore the objective of promoting economic initiatives among citizens sustainable social and environmental point of view, thus giving new impetus to cooperation, mutuality, solidarity and ecological practices. He also wants to create a network within which members can find answers to a wide range of needs, especially since the daily needs and essentials, such as grocery shopping and then get to other more specific needs.
For further information contact David by email Zanetti ( davidezpd@tiscali.it ) or by phone (3299193110).

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The role of the school into the future. Computer

The signs of change are everywhere: the ' OECD OBSERVER , the newsletter of the OECD in English and France introduced a new Web Edition optimized for mobile and iPhone, and new items at the bottom of the bookmark icon shows the most popular social media (Facebook, My space etc). In the year dedicated to Darwin, perhaps it would be recalled that the species to survive is the one that best adapts to change, if this were not enough could recall what the historian Arnold Toynbee said about the fortune and misfortune of civilization due to the ability to exploit the latest techniques available and distributed to the population as a whole.

's article in the OECD " Innovation and globalization through OECD ITS looking glass "Ron Gass, examines possible scenarios for economic development and the role of educational institutions in defining this future. As long as the labor cost is the main factor of production is logical that the same production moves to countries where labor costs are lower. But the economies and society creativity, innovation and entrepreneurship must be distributed to the entire population. There is need to propose policies based on territory and the mobilization of endogenous human and cultural resources, rather than the redistribution of resources through subsidies that should guide policies and economic culture must tend towards enterprise and initiative rather than to help. Globalization and innovation on the one hand increase the wealth, but on the other increase social inequality: the advanced economies and democratic societies can not escape their powerful social effects. As they transition from industrial society to post-industrial to the information, future developments seem to lead this change in the continuous need for creative companies. Following the resolution of this crisis in financial markets, the only possibility of growth and productivity of the real economy will ride the wave of emerging technologies pervasive in the energy, biological and ecological information technology and communications.
The OECD has initiated a debate on creative company, and calls the education sector to take over because it has always been education, others to convey the legacy of the past was the area MP to prepare for the future. I wonder how many teachers are ready and willing to take on this task so important in my daily experience, unfortunately I do not see many!

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in the street for children in India: an original initiative that is delivering substantial



Of the reports made available on-line conference in Turin ended March 26 "A School Day in 2020" organized by the Foundation for School Compagnia di San Paolo, the intervention that I found most interesting was to Sugata Mitra, Professor of Technology Education and Director of Research, School of Education, Communication and Language Sciences, University of Newcastle, UK. The teacher presented a model of self-organized learning activities, the gap of where geographic isolation is the greatest need have access to technologies for education because that is where there are no good schools or good teachers. The
"HiWEL" (Hole-in-the-Wall Education Limited), has set up the computer stations in the road and weather resistant to any attempts at tampering and petty theft, can work independently but also have a remote control device (Remote Monitoring Station) to monitor their daily use. Access always available allows children (the shelter shelters are deliberately positioned at a low height to avoid the use of stations by adults) to find educational software that engages children in specific projects directly related to their daily lives: carefully planned educational tests have found the small people, not just a better school performance, but, more importantly, development collaborative skills and an ability to analyze and synthesize indirectly induced and evaluate information that will make them life-long learner. Thanks to their special "holes in the walls" children find information, collect data and draw up reports for the community.
India is planning to be able to access to basic education by 2010 all children, and - especially - girls aged 6 to 14 years living in both rural and urban areas and the initiative of HiWEL seems the key to both ensure the inclusiveness that the desired quality for such an initiative.
There is no doubt that the future of education will be very different from the situation today: the desire can not fail to discover, learn, learn which children are seen queuing up in the CNN video below (the stations have been a source of inspiration for the film "Slumdog Millionnaire"), a curiosity that the school is connected back to its roots industrial, with teachers perched in their illusion of having all the knowledge and the magic formula to administer to their students, they do not know what it is. Even teachers who use ICT often are careful to question the functioning of the education system (George Louis Baron), and what they need now is
students - use technology everywhere and at all times their learning the requests for access to essential information to pursue their goals
- use a wide range of learning resources and collaboration with others in an environment that provides online services wherever they are and ensure access to that support for teaching and learning that is formal the network (Levy and Murni cited by Doug Brown).
stubborn professors who consider themselves untouchable sources of knowledge I would like to point out that when the BBC August 24, 2006 at 13:30 informed that the planets of the solar system had suddenly become only the eighth because astronomers had reviewed the characteristics of the planets, 13:31 Wikipedia's article was updated and was already well-adjusted 90 times before midnight the same day, and that using Open Courses university of MIT is like finding $ 40,000 on a bench in the words of a certain Michael from a small town rural America.
Eric van Hippel of MIT professor and author of "Democratizing Innovation" uses the word "prosumer" epitomizza that the nature of cooperative networks of knowledge creation of the network merging "producer" and "consumer": the teaching of coming decades will be focused on the learner, to be rich in technology, exploratory in nature and focused on problem solving (Tracy Grey).

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100% of university students: a recipe for success is the integrated curriculum

E ' the High Tech High (an elementary school, two middle and five above) to San Diego to hold the primacy of access to 100% of his students at the university through an integrated curriculum of interdisciplinary studies. A success that in 2000, when he opened with a single class, was not taken for granted but which arrived on time thanks to a complete restructuring of the academic.
A revolution began in the late 90's thanks to research like
"The Logic of Interdisciplinary Studies " by Sandra Mathison and Melissa Freeman (presented at the annual symposium of the American Educational Research Association), which showed how the curricula of interdisciplinary study integrated door to "positive educational outcomes"
- comprehension, memory and application of general concepts better;
- understanding interconnections and the development of global perspectives, viewpoints and multiple values \u200b\u200bincreased;
- greater ability to make decisions, to think critically and creatively and synthesize knowledge across disciplines;
- ability to identify, evaluate and transfer significant information developed to solve problems;
- promotion of cooperative learning, perception of their ability to learn and the importance of their role within the community;
- strongest motivation.
Thanks to the support of important and inspirational figures such as Sir Ken Robinson, Heidi Hayes Jacobs and James Beane, the American system seems to be metabolized this essential requirement of integration. Well the video shows the " Common Sense: An Overview of Integrated Studies ", in which are some enlightening experiences that confirm the effectiveness of a multidisciplinary approach that makes the school gym where you can experience real life unforgettable work helping with different talents, reworking original designs in the latest information, for review and finally to judgments of experts.
What is the daily reality of the experiential knowledge of post-industrial society a lesson for discipline rigidly stuck in a school day?
The denominator common to all projects of the video programming created by professors and experts in an area of \u200b\u200bconvergence of disparate disciplines: for example the Landy Middle School students quttordicenni have designed, built and tested cars powered air balloon, created commercials and calculated financing for the purchase prototypes.
The King Middle School has even drawn the entire curriculum of the students on a plot interdisciplinary, reaching extraordinary goals: the school, previously included among those with lower-level results, today belongs to the group better.
Perhaps a new approach to interdisciplinarity, riconiugare from beyond the surreal and rigid joints per hour, would also help the Italian school-up to the reality, in order to obtain more satisfactory results, which are essential to strengthen self-esteem of pupils, the headmaster of King Middle School refers to a comment from one student who epitomizza greatest success of the school institution "Nobody here is feel more stupid. "

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The human face of digital learning

The e-learning (digital learning) is very different from e-teaching (teaching digital): Alberto Quagliata , associate professor of educational and technical training, shows you how to access digital learning resources - modules, learning units, online assessment - does not deviate much from the 'traditional teaching, the only innovative features is the forum, since it is the only one that requires human interaction, though asynchronous.
The distinctive character of e-learning is progressive and shared knowledge construction, provides for the use of different operating environments and includes an assumption of responsibility: it is active knowledge that includes the creation of applications not only for consultation. And
'This is the principle behind WI.MI. (Wide Minds: open minds), a project that is part of the lifelong learning of the European Community which aims to promote international collaboration as a context for improving skills, and multilingualism in order to collect, examine and disseminate the teaching and practice struggling to integrate them into reluctant national education systems.
The benefits of using ICT in improving the standard of skills development and autonomous learning, have been witnessed by a large number of projects, but unfortunately, many teachers still use the creative potential that technology offers for various reasons including the lack of familiarity, support, time and superficial underestimation of the importance of these new tools. And to pay the price for this stagnation are both boys, who under-utilize the resources of social networking and surfing the net and are disinterested and disappointed by the schools, which teachers increasingly distant and estranged from the real world and the new mental ecology of youth, the faculty can not get in more communication with the students' digital world, and lives with his defeat frustration.

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Combining mobile technology and teaching You can

I just had a conversation with the representative of Moule ITD (Institute for Educational Technology CNR) of Palermo, which he promised news on the results of the Mobile Ubiquitous Learning Project which involved the testing of mobile latest mobile phones (with GPS) and handheld computers to develop educational projects designed to involve cooperative learning resources and educational content to specific geographical locations.
The project, which ended in 2008, involving students and teachers of secondary level school, both groups participated in training courses and have been equipped with mobile devices, complete with GPS connected to the Internet. Teachers with basic knowledge of computer science, attended a 20 hour course that introduced them to the methodological aspects of cooperative learning and the design of learning activities which included fieldwork, the use of technology platform distance learning environment and Moodle Wiki to build shared knowledge.
The trial, which was intended to verify technological functionality of the system and its educational value, collaborative processes that led to the construction of knowledge and how Moule has facilitated these processes and the quantity of interactions between students and the quality of content created, seems to have produced positive results. The system allowed

- find the information filtered / refined based on the location,
- the inclusion of content in a collaborative way (with wiki technology and concept maps), allowing the association to a monument on the territory
- l 'annotation of multimedia content (images, text, audio interviews) on-site through mobile devices with the territory
of satellite tracking systems - the use of synchronous and asynchronous communication tools (chat and forums) are sensitive to location.
- the use of a browser for viewing on the territory of the position of users and items of interest
- automatic recognition points of interest.
- partedegli central monitoring by users.
an experiment worthy of note (and on which I plan to keep me updated), reminiscent of the GeoHistorian Project which aims to use mobile technologies to break down barriers between school and society, and aims to assess the phones as educational resources, reduce barriers between schools and communities (museums, zoo, etc.) and give students the opportunity to create resources for their community. This project used mobile technologies to bind the class to historical points of interest: using mobile phones that allow you to shoot photos and have GPS and wireless internet, and using sites like PoketCaster students can become historical documents, create and share the story of real people and real places. At an early stage, the project has already allowed to use cell phones for the creation and uploading of content on the internet, and currently we are studying the possibility of incorporating the two-dimensional barcodes QR (sort of code with a link mobile Internet that enables to connect instantly to content: This communication system will be adopted for the Expo 2010 in China) to allow students to create digital content within the context of physical and pemettere distributing such content to a wider audience .

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the first school for digital natives

The first school for the digital natives, will open in Manhattan next autumn: Q2L or "Quest to Learn," designed by the Institute of Play and the New Vision for Public Schools and supported by the Center for Transformative Media will host the first class of twelve years old to accompany up to 18 years. Several exceptional partners - such as The Institute of Play, the Pearson Foundation - involved the project will provide unprecedented access to new learning tools, will allow educational use of digital technology and experiences to support student success, the development of their identity and an adequate preparation for college and / or career . The startling contrast between early school leaving and the growing use by children of various digital platforms support the need to redefine the teaching models and the experts present at school, is the basis of the bet design and innovative Quest to Learn, which aims to combine the traditional curriculum with the needs of students with digital and can learn a different way: digital media, games, network and mobile technology, access to online resources allow you to customize the content for each student. Students learn by doing: mathematics and language education next day, they will have the opportunity to gain experience with new media design through programming courses, digital arts and design games, will not fail a course on "wellness" which teaches students how to keep in shape heart, mind and body.
Finally a school seen as a dynamic learning environment, inspired by the rich multimedia learning where children have access when they leave school, finally the real possibility of connecting the reality two worlds, two realities that today as never before were so far away, and that, today more than ever, need to meets the adults of tomorrow to ensure a future in the global world.

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The phone in class? Yes, thanks ... and more!

in America are increasing research projects, publications, and successful experiments largely financed by state funds and not for the development of educational activities that use mobile devices, with multiple benefits. E 'last month's report "Pockets of Potential" of the Joan Ganz Cooney Center : the visionary transformer - with the Muppets of Sesame Street (appeared in Italy as "Open Sesame") - a powerful tool in the television education, tries again with the proposal to provide an overview of the potential of mobile technologies hidden until recently relegated exclusively to the fields of entertainment and social communication and strictly kept away from school walls, and a reference design for competitive ability in students recovering Americans .
stimulate the curiosity and the motivation of the "digital natives" providing a relatively low-cost ICT devices even at the lowest income brackets to give all students an access to learning without time or space limits, improve collaborative interactions and communication needed in the third millennium, enjoy the portability and adaptability Extreme mobile device to any environment and ensure a personalized experience of learning are the foundation from which to coordinated action of large effect.
Among the various projects analyzed, Project K-Nect , which uses smart phones, digital broadband Qualcomm, Microsoft engineered to deliver digitized fragments of Algebra ("digital snippets") prepared by the Math Forum Drexell University and transformed into interactive content dynamic eye-catching, has already registered some success in its first phase has just ended: 75% of the participating classes (fifteen of North Carolina weak in mathematics which benefit from limited access or absent in PC and Internet at home) showed significant improvements compared to their peers not involved in the project.
service freeware Gcast - that lets you record podcasts via Playlist Manager, or call free from mobile phone to a toll-free number - and that of Polleverywhere.com - that enables us to propose a survey or a multiple choice questionnaire to free to reply with an SMS - are just two of many cases of use of mobile phones for educational purposes. The growing use of mobile devices also depends on the large number of web services that have multiplied rapidly freemium although certainly not for the schools - but very useful for the latter - especially in the free version of the base. Podcasts can be valuable to monitor improvements in reading skills in their mother tongue or foreign language to interview people and collect data, to record the experiences of educational tours to rework later. The convergence of extreme
expensive option series, the wider availability of GPS (by October 2009, half of the phones will be standard in the U.S.), the consolidation of multiple platforms that solve the problem of the software and touch screen which makes mobile phones more user friendly are all elements that open borders unexpected.
The quality and variety of projects is astounding: Supersleuths.edc.org investigation has developed games for Nintendo DS to enrich the lessons of traditional language and science, while JUMP into Reading for Meaning offers the Nintendo DS Lite for adventure role-playing games and educational development program Vocabulary; handheld GPS ( Education Arcade and MIT Teacher Education Program ) are used in the project Augmented Reality Games to match real-world experiences with additional information by providing high school students or college opportunities for scientific investigations on a large scale in on issues of environmental, and even GPS and QR codes allow students who take part in the GeoHistorian Project to link the class to places of historical interest, allowing anyone to walk in these places to access content created by students themselves and made available online.
However, whether it's the cheapest iPod, or much more expensive smartphones, or the Nintendo DS, Palm OS or Windows Mobile handheld, the ability to recover disparity in the opportunity to learn outside of school moves access to participation in digital technical problem and the need to address the key challenges mobile learning: to convince parents and teachers in the instructional and educational potential of mobile technology, solve problems related to a possible improper or unethical use of the devices by students, to overcome the limited physical attributes with appropriate software and widely compatible and, ultimately, to develop educational series evaluations and mobile organic theory of learning.

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Parents are invited to school to help their children in mathematics

lessons to help parents understand the mathematics taught to their children? An article in Ed Week shows that the idea seems to be very popular in the U.S., aided also by the fact that mathematics plays a key role in the preparation of the third millennium. Here then is that the schools in various districts organize activities for meetings to encourage parents to take a more active role in learning their children and to understand how to teach this discipline today, too often so confusing, and workshops during the weekend and so on.
Everything fits perfectly in the heightened attention that the policy is investing in improving curricula and teaching of mathematics in elementary school, even peréh research shows that safety and a commitment to mathematics seem to be the keys to success .
Parents are interested in learning more: about the tendency to sacrifice the traditional strategies of arithmetic to teach students reasoning ability and problem solving, on the most suitable way to help their children with homework, in about new strategies that children use to learn math.
There are attempts to involve the parents - who will sign a pledge at the time of enrollment in school - reading and learning of science and all are doing well. However, mathematics has a special place: it is for children to develop the "sense" of the numbers and different strategies to solve problems rather than just the traditional unique strategy: the children themselves will then decide what to do.
There is no agreement on the prerequisites of math that parents should have to help their children seems to be essential to encourage the children to explain their answers.

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Students in the role of teachers to encourage language learning: an interesting experiment

Some high school students Cholla in Tucson, Arizona, in two days going to class II and V in two in a bilingual elementary schools to teach Chinese. The idea came to their Chinese teacher, Kimberly Gaskill STARTALK after participating in the program - a program held in different units of the country to provide useful strategies for teachers - at the University of Arizona. Once you have made with their teacher and have designed learning units, Gaskill students take lessons to children on culture and language they have already learned: for example, having rehearsed the numbers have taught to read dates. The result is positive for older students, after an initial approach is a bit 'hesitant, took over satisfaction with the results obtained, for children the experience has been one occasion in times of economic hardship of learning a language even if there is money. The success of the experiment led Kimberly Gaskill to contact other teachers in China to expand the project. The teacher explained that although the project did not pretend to go to replace the teacher is a starting point to stimulate children's interest in languages \u200b\u200band encourage them to study them once in high school.

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Significant results of the Digital Youth Project Seminar

To analyze the behavior of young Americans in the network, MacArthur Foundation has funded a research study treinnale Digital Youth Project which was also attended by the well-known cultural anthropologist Mimi Ito. The report, published in November 2009, is extremely interesting to see how the young approach to technology and helps to dispel many misconceptions and common alarms also fomented by the media that tend to paint the new generation of digital natives as asocial, devoted to practices unnecessary if not harmful.
Basically the authors of the research have identified three different types of activities that children engage the network: "hanging out" which consists involvement in social activities, the "messing around" with regard to testing with games, network technology and the less experienced and "Geeking out" or technological interest in specific issues and the creation of communities of interest from technology experts .
In this relationship while also having a most comprehensive book titled "Hanging Out, Messing Around, and Geeking out."

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ADI: a brief summary

at the conference of 'Adi' From Socrates to Google - How to learn in the new millennium "held in Bologna on 27 and 28 February, educational systems analysts, researchers in cognitive psychology and technology, teachers and school leaders engaged in cutting-edge experiments in first person and business leaders have questioned and discussed the educational challenges of the information society poses to the education system and the need to define guidelines for training new perspectives. In the knowledge society and the Web 2000 the school's goals should be redefined to plug the gap that is created between the real world and that this institution but it remained the same to itself over time, and recover the affections and the interests of students, enabling them not only to use the skills owned media, but to refine and enlarge creatively and critically. We are living

a moment of epochal changes overtime and disturbing, and it is unthinkable that the teaching profession can not change: the problem is being able to imagine what the future of the school with the data of the present.
There can no longer be exempt from using the many powerful new technological tools, but you need to design new teaching and pedagogy while latter 's perhaps there is a model - was proposed a pedagogy of a new student teacher ratio - for education is still far from a formalized structured, although advanced experiments have shown that it can produce interesting results.

A challenge that ICT launch to schools and that schools can win maybe only through ICT themselves, using them to emerge from isolation, which penalizes and becoming first-person protagonist of the society.

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ADi Seminar: Reflections and insights

dizzying rate of acceleration of the production and dissemination of information, which have contributed to the ICT and the Web 2000, continue to flatten the world and are the driving force economic, social and creative of the third millennium. Too many students

Italian and European , a new generation of "Zapper" virtual worlds, when they cross the door of schools, are thrown into a boring and outdated knowledge of the stone age, where the exclusivity and the authority of 'information continues to be frozen in the figure of the teacher. The school confirmed the structure more "conservative" from its origins perhaps comparable only to the church (abstract Domenico Parisi ): the book and the lecture are reconfirmed as a preferred mode of distribution of knowledge, supported by the isolation of vocational teachers permit cloistered and protected by the architecture of the classes.

Perhaps the paper books will disappear due to their digitization, and perhaps libraries will have to reinvent itself, perhaps the democratization of culture that were expected did not materialize in the transition from the scribes of the monasteries in the Gutenberg age, through the paperback until iKindle there will be either through the network as often to expensive scientific journals to read articles online (formerly bought only by libraries) to be paid. In America, and beyond (research "Pocket Of Potential" ) experiments to provide access to the relatively low cost mobile technology such as mobile phones, iPod, Nintendo platforms multiply and the results are not negligible ( Project K-Nect ) just for the children of economically disadvantaged classes, with access to PCs and the Internet, or almost zero. During a training course for trainees, a girl from the East who works as a waitress told me that use the T9 to improve the spelling of Italian, especially as regards the use of double that in his native language there are!

And what about the digitization of millions of books online, except that many libraries are a very valuable resource permanent and ubiquitous in time and space.

In the world now as flat plate that you can not (Friedman ) the horizontalisation construction and distribution of the information is no longer limited to the field of R & D (Riderch and design) industry, advertising, services and software development (farm H) but has infected all knowledge. If

to be economically more efficient and have more time to devote to personal needs of their customers, companies and accountants Americans came to give all the work outsourcing digitization, do not see why teachers can not do the same: the Students do not need their teachers as repositories of data - the mass-date information available online is already almost boundless - but need reliable guides to find, evaluate and reorganize the online knowledge creatively, to learn the rules of the Creative Commons to develop strategies for ethical management of the social dimension of the web and to acquire the necessary flexibility and recyclability to ensure their greater employability.

How many teachers are able to adequately cover the new role to which you are called to see: learning to teach takes practice at first, and even though teachers are by definition "digital immigrants "can not avoid acquisition of new technologies and educational testing of the same, I would say outside of a predetermined framework, perhaps because it is hazardous we can use the kids as guinea pigs, but an attempt to programming that incorporates the reality of the world means provide a chance of survival in the knowledge society.

There is the danger of dehumanization of learning?

The technology is not anti-human, rather paradoxically, is biologically brain-friendly and therefore learner-friendly. The brain research confirms that the construction of explicit memory semantics (words, symbols, books, videos, texts, computers, school preparations) is far more difficult than the construction of explicit episodic memory (places, events, circumstances): video games, virtual simulations, geographical or historical contextualization effectively support learning semantic and also make it certainly more pleasant. What more could a tecnologiqa that allows us just that? Video games' s Research Institute of Trento ( IPRASE ) unit learning from adjustable parameters, the experiment on Virtual Life of the Art "Victory" (abstract Frizzera-Stace ) in its complete management by students, "A PC for every student" of the School Don Milani ( abstract Lemon ) are examples of good practice which gave interesting results: we must continue to share experience and to develop functional strategies of educational value. Trentino Video games in schools are been amended many times while traveling on suggestions from students and teachers: the malleability and feedback is another undeniable advantage of new technologies.

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