36
Special Didatics and Pedagogy
REGGIO DI CALABRIA
Overview
Date/time interval
Syllabus
Course Objectives
Educational objectives in relation to the Dublin descriptors:
1. Knowledge and understanding
At the end of the course, students will know the theoretical and methodological aspects of technologies in learning contexts and the historical developments, principles, theories, models of the discipline. They will be able to understand the complexity of the Internet and to promote targeted interventions for a conscious and responsible use of digital tools.
2. Ability to apply knowledge
At the end of the course, students will be able to apply the knowledge acquired, in particular they will be able to reflect and problematize: on the potential and constraints of digital technologies, on the use of new technologies in learning environments. Furthermore, they will be able to know and apply digital models and technologies in formal and informal learning environments.
3. Autonomy of judgment
Students will be able to integrate knowledge and manage its complexity. In particular, they will be able to select the theoretical-practical tools related to the adoption of technologies in the educational field, making critical and conscious choices through a preliminary analysis of the context.
4. Communication skills
Students will be able to clearly communicate the knowledge acquired. In particular, they will develop communication skills that are functional to teaching, interacting with colleagues and families.
5. Learning skills
Students will be able to: self-assess their learning; assume a research posture: continue studying and updating; search for and evaluate educational resources to use in class (online, in archives and databases); collaborate and learn with peers.
Course Prerequisites
Elementary use of multimedia tools
Teaching Methods
The teaching is proposed through lectures conducted by the teacher with the use of support materials (slides, example models, documentation, in-depth bibliographic materials, case studies), presentations made by students, discussions, practical exercises.
In addition, a laboratory part is planned during which students will be able to experiment with the use of various applications and digital software.
The material presented in class is made available in the Teams channel reserved for teaching.
Students are required to proceed systematically with the independent study of the reference texts, prepare the activities to be carried out in the classroom (where necessary) and actively participate in the proposed discussions
Assessment Methods
The assessment of learning will be carried out through an oral exam regarding the contents discussed and experimented during the course.
The assessment will also take into account the activities and exercises carried out during the lessons.
The interview will focus on the indicated bibliography and on the material (slides, articles) uploaded by the teacher on Teams
The evaluation will be expressed out of 30, with a score between 18/30 and 30/30 with honors, based on the skills demonstrated during the exam.
The latter will be considered excellent (i.e., 30–30 cum laude) when it demonstrates comprehensive, structured, and accurate preparation of the content, combined with rigorous and informed use of scientific terminology. The exam will be considered excellent (i.e., 28–29) when it demonstrates very solid and well-organized preparation, with clear and precise presentation and appropriate and informed use of disciplinary vocabulary. The exam will be considered good (i.e., 25–27) when it demonstrates solid and overall correct preparation, with clear presentation and generally adequate use of disciplinary vocabulary, albeit with some minor inaccuracies.
The exam will be considered fair (i.e., 22–24) when it demonstrates overall adequate but not always thorough preparation, with some inaccuracies in presentation and use of specific terminology. The exam will be considered sufficient (i.e., 18–21) if it demonstrates essential knowledge of the topics covered, with some inaccuracies in the presentation and use of specific terminology. The exam will be deemed insufficient if significant gaps in understanding the content are found, difficulties in connecting topics, or a predominantly notional and uncritical use of information, as well as an inadequate use of the language specific to the discipline.
Evaluation criteria:
The assessment of the exam will take place in thirtieths and will take into account in particular the following criteria:
- articulation, precision and significance in the theoretical contents acquired
- personal critical reworking of the contents
- ability to present, argue and summarize the constructs covered with appropriate language and referring to precise theoretical references;
- interest, commitment, availability for independent study of themes and problems;
- relevance and correctness of the exercises and products created during the training activities
Texts
· Bonaiuti, G., Calvani, A., Menichetti, L., Vivanet, G. (2017). Le tecnologie educative. Roma: Carocci
· Rivoltella, P.C. (2015). Le virtù del digitale. Per un’etica dei media. Brescia: Morcelliana
· articoli scientifici a cura del docente
chosen by the student:
· Pasta S., Razzismi 2.0. Analisi socioeducativa dell'odio online, Morcelliana, Brescia 2018.
Lancini M., Cirillo L., Figli di internet. Come aiutarli a crescere tra narcisismo, sexting, cyberbullismo e ritiro sociale, Erickson, Trento 2022.
Contents
The teaching activity concerns in particular the following topics:
- Relationship between man and technology and between mind and media
- Potential and constraints of digital technologies
- Technological models for education
- The contributions of technologies to pedagogical culture
- Gamification
- Technologies for learning
- Evidence-based education and new technologies
- Evolution of technologies
- Digital competence and the PNSD (National Digital School Plan)
- Media education and media literacy
- DCA and DCQ models
- Technologies and IA in the learning context
- Teacher training for the development of digital skills
- Training of future teachers through the eTwinning project
- Open Educational Resources
- MOOCs as a tool to support teaching
- Educational technologies and complex society
- Web 2.0 and Social Networks
- Internet Addiction Disorder and Internet Gaming Disorder
- The trap of network: cybercrime and deviant behavior online
- Cyberbullying and hate speech online
- From emotional illiteracy to emotional education
- Digital divide and media accessibility
- Good practices for an informed digital citizenship