Article Sidebar
Main Article Content
Abstract
Not even the pandemic period – which in many ways made necessary the use of networked devices – has contributed to trigger a reflection able to conceive and manage the digital beyond the opportunity/limitation represented by the remote connection. In the light of this awareness, this contribution will try to highlight some epistemological premises in order to outline a conceptual and operational context within which to make more intelligible the complexity of our interaction with digital technologies. Consequently, we will proceed to outline a design horizon within which to develop pedagogical perspectives and education approaches in which digital technology could effectively contribute to reshaping and enriching the learning scenario. More specifically, by sharing the main goals and some of the decisive phases of the project design “Briciole di Futuro” (“Crumbs of the Future”) – carried out during the 2019/2020 school year in a class (fifth year) of the primary school of the IC Galilei in Reggio Emilia – we will try to highlight the opportunity to identify in digital technology a coherent extension and a creative expression of that cooperative and anti-authoritarian matrix of the scientific community. The spatio-temporal prerogatives of a digitally augmented classroom setting will be also illustrated, as well as the methodological strategies selected in order to facilitate, in the multiple types of interactions thus made possible among the children (and with the teachers), a dialectical experience and an argumentative habit in order to achieve, in this case, a shared co-design of the school of the future (year 2119).
Keywords
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.
The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.
For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code
References
- Berners-Lee T. (2000), Weaving the Web. The Original Design and the Ultimate Destiny of the World Wide Web, New York, Harper.
- de Finetti B. (1989), La logica dell’incerto, Milano, Mondadori.
- Di Martino C. (1998), Il medium e le pratiche, Milano, Jaca Book.
- Edwards C., Gandini L., Forman G. (2017), I cento linguaggi dei bambini. L’approccio di Reggio Emilia all’educazione dell’infanzia, Parma, Edizioni Junior.
- Ferri P., Moriggi S. (2018), A scuola con le tecnologie. Manuale di didattica digitalmente aumentata, Milano, Mondadori.
- Kant I. (1996), Che cosa significa orientarsi nel pensiero, Milano, Adeplhi.
- Licklider J.C.R., Vezza, A. (1978), Application of Information Networks, Proceedings of the IEEE, 66 (11), pp. 1330-1346.
- Licklider J.C.R. (1960), Man Computer Symbiosis, Transactions on Human Factors in Electronics, HFE-1 (1), pp. 4–11.
- Licklider J.C.R (1957), The Truly Sage System or Toward a Man-Machine System for Thinking, Licklider Paper Box 6, Folder 1957 (b), pp. 1-2.
- Mayr, E. (1993), One Long Argument. Charles Darwin and the Genesis of Modern Evolutionary Thought, Cambridge MA, Harvard University Press.
- McLuhan M. (1982), Dall’occhio all’orecchio, Roma, Armando.
- McLuhan M. (1962), The Gutemberg Galaxy. The Making of Typographic Man, Toronto, Toronto University Press.
- Moriggi S., Pireddu M. (2021), Apprendimenti multidimensionali. Lo spazio-tempo della didattica, QTimes, XIII, 2, pp. 221-237.
- Petitot J. (1982), Centrato/Acentrato, Enciclopedia Einaudi, II, Torino, Einaudi, pp. 884-954.
- Rivoltella P.C. (2014), La previsione. Neuroscienze, apprendimento, didattica, Brescia, Editrice La Scuola.
- Ryan J. (2010), A History of the Internet and the digital future, London, Reaktion Books Ltd.
- Rychtin, F. (2009), After Photography, New York, Norton.