La diffusione delle tecnologie digitali a scuola sollecita una rivisitazione della didattica come scienza progettuale – Con un corollario: si evidenzia una più incisiva identità del docente come progettatore di percorsi di apprendimento
Michele Pellerey
The study explores the concerns that arise on account of a more widespread presence of digital technologies, especially mobiles, in the school context for the purpose of a more informed and effective instructional design. Since some of the results obtained from the use of these technologies do not seem to bring about results expected by various scholars, it was deemed necessary to use more innovative teaching methodologies inspired by social constructivism. This proposal is then examined for its operational validity. Even from this point of view the instance derived from available surveys point out to the responsibility of teachers for planning. In fact it seems that it is not possible to determine a priori the effectiveness of any teaching method, without taking account of the actual context in which it operates. In conclusion, five lines of action plan are proposed at the various levels of responsibility of school programmers: lines of an action plan that arises from a careful study conducted in recent years by the author in this regard.
Keywords
Digital technologies, Teaching design, Methods in teaching, Learning.