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, a new generation of "Zapper" virtual worlds, when they cross the door of schools, are thrown into a boring and outdated knowledge of the stone age, where the exclusivity and the authority of 'information continues to be frozen in the figure of the teacher.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.
0 comments:
Post a Comment