Millennium @EDU is a multi-stakeholder initiative which brings together some of the largesttechnology companies from around the world (Intel®, Microsoft, Pasco, SanDisk, e-Xample) andothers. These companies have enabled the Millennium project @EDU to provide schools withpackages of information technology solutions for educational purposes, in order to implementinnovative strategies for education, fostering the development of skills necessary in the 21st century. InItaly, this challenge has been taken up by Converge, a Rome-based company working in the computerindustry, which has entrusted the University of Perugia with the task of monitoring the educationalaspects of the project. This has the dual purpose of accompanying teachers involved with coachingactions on the one hand and starting research in the field able to understand if and how technologycan enter schools and produce a process of educational innovation. The trial involved 200 studentsdivided into 12 classes at primary and secondary school levels based in Umbria and Lazio, along with47 teachers. The aim of monitoring was to observe all processes involving schools, from the inceptionof the project, with the installation of technology in selected classes, until such time as the technologybecame part of the teachers’ everyday teaching practices. The analysis of these processes wasstructured by adopting qualitative and quantitative survey instruments, aimed at understanding theelements of complexity that arise in the classroom situation. The activities of teachers and studentswere monitored through direct observation and videotaping carried out in all classes. This in turn wasguided by protocols specifically built and supported by the formation of discussion groups withteachers, as well as questionnaires for pupils. The data have been underwent lexicometric analysisusing the NVivo software. The analysis of the data shows that the introduction of technology changesthe character of the class, gradually transforming the traditional space and expanding classroompossibilities based on grade level. In the early years of primary school, where the use of technology isstill sporadic, recreational use prevails, while as the level increases, so daily use of varioustechnological tools in the classroom tends to become mainly educational. The detection of processeson the one hand and conscious reflection on the other have revealed that the use of technology offerspupils the opportunity to increase their citizenship skills.

Digital classroom and educational innovation

Gaggioli C
2016

Abstract

Millennium @EDU is a multi-stakeholder initiative which brings together some of the largesttechnology companies from around the world (Intel®, Microsoft, Pasco, SanDisk, e-Xample) andothers. These companies have enabled the Millennium project @EDU to provide schools withpackages of information technology solutions for educational purposes, in order to implementinnovative strategies for education, fostering the development of skills necessary in the 21st century. InItaly, this challenge has been taken up by Converge, a Rome-based company working in the computerindustry, which has entrusted the University of Perugia with the task of monitoring the educationalaspects of the project. This has the dual purpose of accompanying teachers involved with coachingactions on the one hand and starting research in the field able to understand if and how technologycan enter schools and produce a process of educational innovation. The trial involved 200 studentsdivided into 12 classes at primary and secondary school levels based in Umbria and Lazio, along with47 teachers. The aim of monitoring was to observe all processes involving schools, from the inceptionof the project, with the installation of technology in selected classes, until such time as the technologybecame part of the teachers’ everyday teaching practices. The analysis of these processes wasstructured by adopting qualitative and quantitative survey instruments, aimed at understanding theelements of complexity that arise in the classroom situation. The activities of teachers and studentswere monitored through direct observation and videotaping carried out in all classes. This in turn wasguided by protocols specifically built and supported by the formation of discussion groups withteachers, as well as questionnaires for pupils. The data have been underwent lexicometric analysisusing the NVivo software. The analysis of the data shows that the introduction of technology changesthe character of the class, gradually transforming the traditional space and expanding classroompossibilities based on grade level. In the early years of primary school, where the use of technology isstill sporadic, recreational use prevails, while as the level increases, so daily use of varioustechnological tools in the classroom tends to become mainly educational. The detection of processeson the one hand and conscious reflection on the other have revealed that the use of technology offerspupils the opportunity to increase their citizenship skills.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/20.500.12071/30883
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