The course is aimed at the understanding of the theoretical and methodological principles of the educational technologies and media education. In particular the course fosters the theoretical and methodological mastery of the following topics:

• relationship between cognitive processes and technologies;
• technological devices for education;
• learning with the technologies;
• digital skills;
• didactic planning and multiple intelligences;
• multiple intelligences and technologies.

The course aims to address the main issues of technological education. Methodological concepts and principles of the main educational technologies will be addressed. Much space will be devoted to the analysis of concrete examples of didactic situations. A focus of the course consists of the combination of technologies and multiple intelligences, aimed at the development of the latter supported by technologies.

The course consists of 18 meetings of two hours each.

• Introduction to the course (1 lesson)
• Relationship between cognitive processes and technologies (3 lessons);
• Educational technology devices (2 lessons)
• Learning with technologies (2 lessons)
• Technology learning (2 lessons)
• Didactic planning and multiple intelligences (2 lessons);
• Multiple intelligences and technologies (4 lessons).
• Summary (2 lessons)

None. However it would be preferable to have already passed the General Didactics exam.

The student will have to show:

• the mastery of basic knowledge related to the current epistemological discipline structure with particular reference to its constituent elements (objects, problems and teaching methods);
• an understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths;
• the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts for the curricular design, to identify appropriate design methodologies to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Study texts;

In-depth seminars.

Teaching

• Part of the contents will be carried out according to the methodology of the Flipped Classroom which pushes up student to think and study inside and outside the classroom.
• Frontal lessons;
• In-depth seminars.

Attendance

None.

Course books

G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci, Roma, 2017, pp. 277.

W. McKenzie, Intelligenze multiple e tecnologie per la didattica, Erickson, Treno, 2015, pp. 232.

Optional materials in English:

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and instruction, 13(2), 125-139 (open access).

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

• the relevance and effectiveness of the responses in relation to the contents of the program;
• the level of articulation of the answer,
• the adequacy of the language used.

The final evaluation is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".

Attendance

None

Course books

G. Bonaiuti , A. Calvani, L. Menichetti, G. Vivanet, Le tecnologie educative, Carocci, Roma, 2017, pp. 277.

W. McKenzie, Intelligenze multiple e tecnologie per la didattica, Erickson, Treno, 2015, pp. 232.

Optional materials in English:

Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across different media. Learning and instruction, 13(2), 125-139 (open access).

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

• the relevance and effectiveness of the responses in relation to the contents of the program;
• the level of articulation of the answer,
• the adequacy of the language used.

The final evaluation is expressed in thirtieths.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.