Il modello didattico-progettuale del laboratorio di Tecnologie Didattiche

From a review of the literature in the field of national university didactics, there are few studies that prove the effectiveness of lab- oratory practices implemented in blended mode. Numerous the- ories and strategies can be adopted, which is why it may seem complicated to navigate the design and implementation of a cali- brated educational path, balancing in-person activities with remote ones. To this factor, we add the variety with which different uni- versities offer Educational Technology Laboratories, present in the degree courses in Primary Education Sciences, and the lack of sig- nificant practices aimed at developing computational thinking, as required by Law No. 107 of 2015 and reiterated by the PNRR. Within this framework, this contribution aims to describe the di- dactic-project structure, implemented in blended mode, in the Educational Technology Laboratory for students enrolled in the fourth year of the Primary Education Sciences degree at the Uni- versity of Salerno (academic year 2021-2022). In line with what is established in the course syllabus, the learning design required al- ternating collaborative moments with individual moments, in- structional and regulatory interventions following a recursive logic, supported by tools and evaluative practices, in a technologically integrated environment. Encouraging results emerge from the de- scribed experience, which would require further investigation.