The opportunities and changes that digital technologies bring to learning and teaching contexts are at the center of the reflection of several international studies (OECD, 2015; OECD, 2016), which declare that digital has the potential to improve learning, to provided that the use of the tools is linked to an effective pedagogy (OECD, 2016). The paper presents the results of the monitoring of digital augmented teaching, in a lower secondary school in Rome, which adopts the DADA model (Didattiche per Ambienti Di Apprendimento - Didactics for Learning Environments). Based on a radical pedagogical-didactic and organizational innovation, the Dada model is characterized by the presence of “classrooms - learning environments”: each space is assigned to one or two teachers of the same subject and the students move from one classroom to another, during school hours. The monitoring study included one hundred and twenty hours (one week in December 2019) of systematic non-participant observation of the four “experimental” classes. During the observation, designed according to the principles of Research-Training (Asquini, 2018), particular attention was paid to the use of digital devices (iPads) by teachers and students. A grid was used to collect the data, designed to identify the time dedicated to three moments of teaching: the activities carried out (e.g., construction or transmission of meanings, consolidation, planning), the functions of these activities (e.g., introduce new knowledge, monitor and verify learning or manage the organization) and actions (e.g., frontal lesson, design, discussion). The research questions investigate the use of the digital device in relation to other media, such as the IWB (Interactive Whiteboard), and what are the educational activities, which involve greater use of the digital device. In general, the analysis of the observations revealed the distribution of time on five functions indicated in the grid: Manage the organization and relationships within the classroom (38.65% of the total time), Introduce new knowledge (23.84%), Monitor learning (17.63%), Manage organization and relationships within the Institution (17.21%) and Empower students towards study activities (2.68%). Differences between the classes in the use of time were found, based on the different actions carried out with digital devices, but it should be noted that more than 50% is dedicated to management and organization activities, while teaching (and therefore also learning) covers just over 40% of the activities. The 2018 European Parliament Recommendation establishes the role of digital skills as key competences for lifelong learning: they have an impact on education, training and learning and lead to the development of more flexible environments. The potential of digital becomes propulsive for a democratic attitude, oriented towards the construction of active citizenship and social justice. Bringing a non-linear logic into the school of organized knowledge could lead to dedicating more time to learning.

Teaching Practices And Use Of Digital In The Dada Model (Didactics For Learning Environments) / De Santis, Cristiana; Germani, Sara; Di Donato, Daniela. - (2021), pp. 411-412. ((Intervento presentato al convegno Second International Conference of the journal "Scuola Democratica" - Reinventing Education. tenutosi a the conference has been held entirely online.

Teaching Practices And Use Of Digital In The Dada Model (Didactics For Learning Environments)

De Santis Cristiana
Primo
;
Germani Sara;Di Donato Daniela
2021

Abstract

The opportunities and changes that digital technologies bring to learning and teaching contexts are at the center of the reflection of several international studies (OECD, 2015; OECD, 2016), which declare that digital has the potential to improve learning, to provided that the use of the tools is linked to an effective pedagogy (OECD, 2016). The paper presents the results of the monitoring of digital augmented teaching, in a lower secondary school in Rome, which adopts the DADA model (Didattiche per Ambienti Di Apprendimento - Didactics for Learning Environments). Based on a radical pedagogical-didactic and organizational innovation, the Dada model is characterized by the presence of “classrooms - learning environments”: each space is assigned to one or two teachers of the same subject and the students move from one classroom to another, during school hours. The monitoring study included one hundred and twenty hours (one week in December 2019) of systematic non-participant observation of the four “experimental” classes. During the observation, designed according to the principles of Research-Training (Asquini, 2018), particular attention was paid to the use of digital devices (iPads) by teachers and students. A grid was used to collect the data, designed to identify the time dedicated to three moments of teaching: the activities carried out (e.g., construction or transmission of meanings, consolidation, planning), the functions of these activities (e.g., introduce new knowledge, monitor and verify learning or manage the organization) and actions (e.g., frontal lesson, design, discussion). The research questions investigate the use of the digital device in relation to other media, such as the IWB (Interactive Whiteboard), and what are the educational activities, which involve greater use of the digital device. In general, the analysis of the observations revealed the distribution of time on five functions indicated in the grid: Manage the organization and relationships within the classroom (38.65% of the total time), Introduce new knowledge (23.84%), Monitor learning (17.63%), Manage organization and relationships within the Institution (17.21%) and Empower students towards study activities (2.68%). Differences between the classes in the use of time were found, based on the different actions carried out with digital devices, but it should be noted that more than 50% is dedicated to management and organization activities, while teaching (and therefore also learning) covers just over 40% of the activities. The 2018 European Parliament Recommendation establishes the role of digital skills as key competences for lifelong learning: they have an impact on education, training and learning and lead to the development of more flexible environments. The potential of digital becomes propulsive for a democratic attitude, oriented towards the construction of active citizenship and social justice. Bringing a non-linear logic into the school of organized knowledge could lead to dedicating more time to learning.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11573/1572286
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