The fact that an adequate mastery of educational technology is part of of skills necessary for every teacher has an idea now fairly accepted and shared, though in practice it is rarely reflected in reality. Instead I wanted to focus on another aspect.
This is the entrance of educational technologies on the horizon as well as instructional techniques in the curriculum. In fact, the National Guidelines of 2007 (Fioroni) make explicit reference to this "subject area", suggesting that the school should not only use these tools (it is obviously an invitation to cross all disciplines), but it must also deepen the meaning, problematize the operation, to explore the potential and risks.
Technology section devoted to the regulation reads: "explores the potential of information technology (broadly defined) as a cross-disciplinary cultural introducing new dimensions and new possibilities in the creation, communication and control over all kinds of human labor, including teaching and learning in all disciplines (mathematical-scientific and otherwise). "
E 'and then especially the teacher of that technology - in this curricular approach - is entrusted with the task of "overseeing" this area of \u200b\u200bknowledge and skills, making them the object of its educational research, methodological and disciplinary action.
not fail those who want to get Directions from the legitimacy of the old (and so much more common) approach that the technology should have a role of mere support to other disciplines, providing them with materials, tools, devices, etc..
the contrary here is to emphasize how important that becomes a citizen of the information society and knowledge - where learning extends along throughout their life - equipped with the skills essential and vital (life skills) relating to the modern ways of learning, largely influenced and changed by the worldwide spread of digital media.
This is the entrance of educational technologies on the horizon as well as instructional techniques in the curriculum. In fact, the National Guidelines of 2007 (Fioroni) make explicit reference to this "subject area", suggesting that the school should not only use these tools (it is obviously an invitation to cross all disciplines), but it must also deepen the meaning, problematize the operation, to explore the potential and risks.
Technology section devoted to the regulation reads: "explores the potential of information technology (broadly defined) as a cross-disciplinary cultural introducing new dimensions and new possibilities in the creation, communication and control over all kinds of human labor, including teaching and learning in all disciplines (mathematical-scientific and otherwise). "
E 'and then especially the teacher of that technology - in this curricular approach - is entrusted with the task of "overseeing" this area of \u200b\u200bknowledge and skills, making them the object of its educational research, methodological and disciplinary action.
not fail those who want to get Directions from the legitimacy of the old (and so much more common) approach that the technology should have a role of mere support to other disciplines, providing them with materials, tools, devices, etc..
the contrary here is to emphasize how important that becomes a citizen of the information society and knowledge - where learning extends along throughout their life - equipped with the skills essential and vital (life skills) relating to the modern ways of learning, largely influenced and changed by the worldwide spread of digital media.
