In recent years the technological development, the diffusion of mobile and fixed devices and the connection to the web network, allow to structure new forms of deconstructed teaching and new learning environments in which students and teachers interact with tablets, netbooks or smartphones. Co-constructive and cooperative teaching, through apps to be used as learning environments or tools, overcome the frontal approach of the lesson and encourage more active teaching. The same members of the working groups are called to participate in the evaluation in order to engage in group practice the habit of cooperative and collaborative work, intellectual honesty that favors the public sharing of new ideas and opinions and the acceptance of the reasons of the others and different and opposing points of view (Hrastinski, 2009; Judd et al., 2010). A rational use of digital technologies in teaching must start from an assumption: it is not teaching that must adapt to technology, but it is technology that must be used and adapted to make teaching more effective. This presupposes clarity on the educational aims, on the learning objectives, on the most useful strategies and methodologies to achieve the objectives and, lastly, on knowledge and mastery of the technologies that could serve to better achieve the educational goals.
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