Italian Journal of Sociology of Education最新文献_第6页

Literacy, Media Literacy and Social Change. Where Do We Go From Now? 扫盲、媒体扫盲与社会变革。我们从哪里开始?

Italian Journal of Sociology of Education Pub Date : 2017-01-01 DOI: 10.14658/PUPJ-IJSE-2017-1-3

G. Cappello

引用次数: 18

Measuring Digital Teaching Innovation Using Item Response Theory Models 用项目反应理论模型衡量数字化教学创新

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-2-5

F. Giambona, Marco Pitzalis, M. Porcu, Isabella Sulis

{"title":"Measuring Digital Teaching Innovation Using Item Response Theory Models","authors":"F. Giambona, Marco Pitzalis, M. Porcu, Isabella Sulis","doi":"10.14658/PUPJ-IJSE-2016-2-5","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-5","url":null,"abstract":"In the last few years, two central questions have emerged in expert and academic debate on innovation policies in education. The first is the measurement of the effectiveness of innovation policies, the second regards the measurement itself and its methodological improvements. The problem of measurement is not only a methodological and technical issue; it is also a theoretical one. Every technical choice is made on the basis of a theoretical frame, so will have broad theoretical consequences. This article aims to focus on the problem of the definition and measurement of innovation in teaching activities. Its goal is mainly the application of the IRT methodology as a tool to assess propensity or attitudes in different domains pertaining to the use of ICT in schools. Our starting point is the hypothesis that the “propensity of innovation” may be defined as a latent variable defined by different dimensions. This paper considers the main results of a research project on digital teaching innovation carried out in 2013-2014. Digital teaching innovation was investigated through a sample survey addressed to teachers. An ad hoc questionnaire was used and Item Response Theory models were applied to analyse responses provided by teachers: propensity to digital teaching innovation was assessed with five indexes together with a further five related to other specific topics (e.g. the perception of the school climate, the school context). Finally, each indicator was related to potential explanatory variables in order to evaluate relationships between the salient characteristics of teachers and schools and the main dimensions of analysis.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education 2.0 and gender: a case study on the use of interactive whiteboards in secondary schools 教育2.0与性别:中学使用互动白板的个案研究

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-2-7

Clementina Casula, Antonietta De Feo

{"title":"Education 2.0 and gender: a case study on the use of interactive whiteboards in secondary schools","authors":"Clementina Casula, Antonietta De Feo","doi":"10.14658/PUPJ-IJSE-2016-2-7","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-7","url":null,"abstract":"The digitalization of education systems is presented as a possible way to match the concerns of a knowledge based economy with those of an inclusive information society. To meet this double challenge, education systems are asked to shift from a ‘traditional school’ to an ‘Education 2.0’ model, introducing innovative pedagogies through the use of ICT devices characterized by interactivity and multimediality. The article investigates over the presence and breadth of this shift within secondary schools of the region Sardinia, Italy, since the introduction of Interactive Whiteboards (IWB), to focus next on the gender dimension of change. Empirical evidence drawn from an evaluative research adopting a mixed method approach is presented and analysed: first, an idealtype of classroom organization after IWB introduction is offered, then the main gender dynamics emerging in reorganized classrooms are considered, focussing on interaction among its main actors’, namely teachers and students. Conclusions suggest that, although a less gendered approach to technology is observed in classroom practices enhanced by Education 2.0 models, these changes haven’t (yet) led to a reconfiguration of the symbolic representations and tacit assumptions structuring school settings, still hampering fairer educational and professional trajectories for women in STEM (Science, Technology, Engineering, Maths).","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Identity, Values and Educational Needs of Digital Media Workers. The Lecce European Capital of Culture 2019 Project 数字媒体工作者的身份、价值观和教育需求。莱切欧洲文化之都2019项目

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-3-5

David J. Borrelli, Mihaela Gavrila, S. Siciliano

引用次数: 0

The Technological Turn: Policies of Innovation, Politics and Mobilisation 技术转向:创新、政治和动员的政策

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-2-2

Marco Pitzalis

{"title":"The Technological Turn: Policies of Innovation, Politics and Mobilisation","authors":"Marco Pitzalis","doi":"10.14658/PUPJ-IJSE-2016-2-2","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-2","url":null,"abstract":"Societal and political transformations perpetually cause tension in educational systems, this is the locus of a seemingly endless struggle. The debate repeatedly merges philosophical, epistemological and pedagogical issues but it has an essential political nature. The crisis of School is not about its decline; on the contrary, it is seen a “crisis of growth”, a malaise attributable to its inexorable expansion. Seen thus, today’s paradigm of life-long learning and life-long guidance requires more school, not less. Bernstein defines this evolution as the pedagogisation of everyday life. The upheaval caused by the technological revolution has precipitated this crisis. Traditional pedagogies are depicted as inadequate to deal with and adapt to present conditions of work and leisure, where ICTs are widespread. In this framework, technological education has become a powerful social device. In a political dimension, the objective is to co-opt teachers and schools into a political project of transformation of society. Moreover, the notion of “mobilisation” may help to focus more clearly on the on-going state of emergency that characterizes the prevailing attitude to the educational system. In fact, innovation and reforms demand constant commitment by social actors both in strategies of adhesion and resistance.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Media(ting) Between Generations: Common Sense and Perceptions of New Media by Young People and Teachers 代际间的媒体(ting):年轻人与教师对新媒体的常识与认知

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-3-11

Claudio Riva, C. Tosolini, C. Pattaro

引用次数: 3

Between Work Flexibility and Higher Education: the Digital Workers in Southern Italy 在工作灵活性和高等教育之间:意大利南部的数字工作者

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-3-4

G. Iorio

引用次数: 1

E-learning in an Undergraduate Course in Research Methods for the Social Sciences: Reflections on Teaching 社会科学研究方法本科课程的网络学习:对教学的思考

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-2-

P. Diana, M. C. Catone

{"title":"E-learning in an Undergraduate Course in Research Methods for the Social Sciences: Reflections on Teaching","authors":"P. Diana, M. C. Catone","doi":"10.14658/PUPJ-IJSE-2016-2-","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-2-","url":null,"abstract":"Starting with an overview of the opportunities provided by e-learning in the educational environment, this paper discusses a blended course in social science methodology offered to around 160 students taking the undergraduate Sociology degree at the University of Salerno (Italy). In particular, it provides a reflection on ten challenges of the discipline (e.g. relationship theory and practice, quantitative vs qualitative methods) which emerged during our teaching experience and discusses how they might be addressed by adopting e-learning. To evaluate the impact of the blended course upon the experience of learner, a web survey involving 114 students is carried out. Principally, the survey focuses on the study method and the relationship between information and communication technologies (ICT) and learning. The process that we followed (reflection on the characteristics of the discipline and the needs of students, implementation of the blended course, evaluation) aims to design a valuable teaching path requiring a renewed commitment on the part of university lecturers. In this paper we argue that a blended course improved the educational process in terms of knowledge construction and reflexivity.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Measures to Combat School Dropout in France: Macro and Micro Visions 法国应对辍学的措施:宏观与微观视角

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-3-14

A. Desideri

引用次数: 0

Character Education: Themes and Researches. An Academic Literature Review 品格教育:主题与研究。学术文献综述

Italian Journal of Sociology of Education Pub Date : 2016-01-01 DOI: 10.14658/PUPJ-IJSE-2016-1-2

C. Pattaro

{"title":"Character Education: Themes and Researches. An Academic Literature Review","authors":"C. Pattaro","doi":"10.14658/PUPJ-IJSE-2016-1-2","DOIUrl":"https://doi.org/10.14658/PUPJ-IJSE-2016-1-2","url":null,"abstract":"Character education is both a rooted and developing discipline. Even though there is no consensual definition, it can be widely described as a school- based process to promote personal development in youth, through the development of virtue, moral values, and moral agency. Starting from the growing interest about this theme in recent years, this article aims at using the \"character education\" analysis category to conduct an exploratory research on the main tendencies in the international literature, defining which are the main topics, exploring the way these topics develop in terms of theory and empirical research and analyzing how they relate to each other. In view of this goal, titles and abstracts of 261 articles published in 145 peer-reviewed academic journals over the period 2005-2014 were selected from Education Source, ERIC, Psychology & Behavioral Sciences Collection and SocINDEX databases. Articles' titles and abstract were analyzed through the T-Lab software, using different content analysis techniques. Although many ambivalences and ambiguities affect the meaning attributed to the character education, some key trends emerge from this literature review and the considered studies seem to agree that character education can play an important role in the construction of children and adolescents' identity and can be a distinctive intervention for youth education and socialization.","PeriodicalId":37576,"journal":{"name":"Italian Journal of Sociology of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66792865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 56