Stili di memoria e strategie di studio: come le nuove tecnologie cambiano l'apprendimento?

Mori, Sara; Panzavolta, Silvia

doi:10.3280/rip2019-004003

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study was extended by means of research (Mori & Panzavolta, 2019) aiming to describe the memory styles, study strategies and cognitive styles of students in the classrooms of the schools analysed above compared classes in schools with the same ESCS, but which did not make widespread use of new technologies. From the results obtained using standardised psychological tests, the biggest differences are not found so much between classes that 'officially declare that they use Information and Communication Technology (ICT) and those that do not', but among students who declare that they actually use it to do their homework on a daily routine.…”

Section: Technologies and Innovation In Secondary Schools: Rethinking...mentioning

confidence: 99%

Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction

Storai

Rossi

Mori

et al. 2023

Research on Education and Media

Self Cite

View full text Add to dashboard Cite

The use of new technologies is one of the themes at the centre of the educational debate, especially following Distance Education. The Avant-garde Educative Movement gathers schools from all over the country that share experiments based on a model in which the student is at the centre of his or her own educational path, a model capable of promoting meaningful learning. The Self Determination Theory (Deci & Ryan, 1985) highlights the extent to which the satisfaction of the needs for autonomy, competence and relationships contributes to student motivation. The purpose of the present study is to understand whether the rethinking of teaching promoted by widespread use of new technologies has had an impact in terms of student satisfaction. For the analysis, a Multilevel Model was used that assumes as the dependent variable students’ satisfaction with their school life from the Clipper Test, a-Portfolio for the orientation of students aged 15–19 (Soresi & Nota, 2003). The scale captures satisfaction with the school experience in terms of preparation received, relationships established and congruence with expectations. Results show that satisfaction increases as the use and frequency of innovative teaching methodologies employed by the teacher increases and as the frequency of use of technological resources employed in the classroom and in homework assignments increases.

show abstract

Section: Technologies and Innovation In Secondary Schools: Rethinking...mentioning

confidence: 99%

Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction

Storai

Rossi

Mori

et al. 2023

Research on Education and Media

Self Cite

View full text Add to dashboard Cite

show abstract

“…Come indicato da Mori e Panzavolta (2019), Spitzer sostiene che la disponibilità nell'archiviazione e nel recupero delle informazioni modifica i processi di memorizzazione del cervello, portando ad un peggioramento delle capacità mnestiche dell'individuo, a eventuali difficoltà di attenzione e generando un'attitudine ad un'elaborazione superficiale degli stimoli. Altri, viceversa, ritengono che l'uso delle TIC (Tecnologie dell'Informazione e della Comunicazione) contribuisca a modificare le modalità di immagazzinare le informazioni, di acquisire nuovi contenuti e a definire nuovi modelli di insegnamento in cui gli studenti sono invitati a creare conoscenza in un ambiente interattivo che usa strumenti e risorse digitali (Fullan & Langworthy, 2014 -citato in Mori & Panzavolta, 2019). Un utilizzo delle nuove tecnologie appare quindi proficuo quando favorisce l'empowerment cognitivo degli apprendenti.…”

Section: Riferimenti In Letteraturaunclassified

Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

Barbora¹,

Bragatto²,

Locuoco³

et al. 2021

Form@re

View full text Add to dashboard Cite

This exploratory study, conducted during the first Covid-19 lockdown, formed part of the practical module of the Teacher Training in Primary Education course at the University of Udine, and was carried out on a sample of trainees enrolled on the course. The research had the following objectives: to understand the effects of the Covid-19 lockdown on trainees and to reflect on the impact on planning of teaching in a traditional classroom environment or in VLE, Virtual Learning Environment. In order to improve the practical components of the course, observations focused on organizational, methodological and pedagogical aspects. The data, gathered in an online questionnaire, provided a comparison of teacher training delivered in person in the pre-Covid period and in later training online. The data also provided information on the strengths and weaknesses of classroom and distance learning, on the use of technology and on the professional development of teachers in the future. The study found a multitude of issues that will need to be further explored in the post Covid period, including rethinking models and approaches in initial teacher training. Tirocinio di Scienze della Formazione Primaria: uno studio esplorativo nel primo lockdown per Covid. Il presente studio esplorativo è stato promosso, durante il primo lockdown per Covid-19, all’interno del Tirocinio del Corso di Studi in Scienze della Formazione Primaria dell’Università di Udine su un campione di studenti iscritti al tirocinio. La ricerca esplorativa ha avuto come obiettivi: comprendere le ricadute nei tirocinanti conseguenti allo stato di emergenza e riflettere sulla didattica in presenza e a distanza sui piani organizzativo, metodologico e pedagogico per potenziare l’offerta formativa del tirocinio. I dati, desunti da un questionario online, hanno permesso un confronto sul tirocinio in presenza nel periodo pre-Covid e successivamente svolto in DaD. I dati hanno fornito anche risultati su punti di forza e criticità della didattica in presenza e a distanza, sull’uso delle tecnologie e sulla professionalità docente futura. Lo studio ha inoltre rilevato una molteplicità di aspetti che andranno ulteriormente approfonditi per il periodo post Covid-19, tra cui il ripensamento di modelli ed approcci nella formazione iniziale degli insegnanti.

show abstract

Stili di memoria e strategie di studio: come le nuove tecnologie cambiano l'apprendimento?

Cited by 2 publications

References 0 publications

Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction

Technologies and innovation in secondary schools: rethinking teaching to improve student satisfaction

Primary Education Teacher Training: an exploratory study from the lockdown towards the post Covid period

Contact Info

Product

Resources

About