Primary teacher education

Ilaria Bortolotti

-Knowledge and understanding (Dublin Descriptor A)
Know the main examples of multimedia teaching technologies and the pedagogical models underlying them.
Know the legislation and the main projects at ministerial level in relation to teaching technologies (National Plan for the Digital School)
Understanding the role of technologies in collaborative learning.
Understanding the role of technologies at the service of the teaching profession (to relate with other teachers, design, search for information)

-Applying knowledge and understanding (Dublin B descriptor)
Knowing how to apply this knowledge to support one's own arguments in discussion forums, to create artifacts that summarize the ideas expressed (concept maps, power point presentations), to design pedagogical scenarios that use technologies to create collaborative learning environments for different age levels
-Making judgments (descriptor C)
To be able to evaluate and express advice during peer review activities of the artifacts produced by the students in the course.
To be able to evaluate sources reliability in searching information useful for group work

- Communication (Descriptor D)
To know how to work in a group and to contribute to the discussion and creation of artifacts.
Knowing how to use technologies to communicate, also using different languages, through multimedia.
To know how to communicate effectively by presenting the work of your group in plenary.

- Lifelong learning skills (descriptor E)
Knowing how to find useful information for group work within the Internet and the main bibliographic databases.

At the end of the workshop, the student will:

- Know the main multimedia educational technologies and the pedagogical models underlying them, as well as the regulations and main national projects related to educational technologies (National Digital School Plan);
- Understand the role of technologies in collaborative learning and their application in the teaching profession (for collaborating with other teachers, designing, researching information, DigCompEdu);
- Be able to apply knowledge to support their arguments in discussion forums, create artifacts that synthesize the expressed ideas (concept maps, PowerPoint presentations), and design pedagogical scenarios that use technologies to create collaborative learning environments for different age groups;
- Be able to evaluate and provide feedback in peer review activities of the artifacts produced by students during the course;
- Be able to assess the reliability of sources when researching information useful for group work;
- Be able to search for information useful for group work on the Internet and in major bibliographic databases;
- Be capable of working in a group and contributing to discussions and the creation of artifacts; using technologies to communicate, including through differentiated languages and multimedia; and effectively presenting their group's work in plenary sessions.

Basic knowledge of using a computer for word processing activities and Internet browsing.

Content:
From Freinet techniques to technologies for knowledge building: a journey of learning and critical reflection on the use of technologies in schools (word processing, school newspaper, Logo programming, hypermedia, educational robotics, collaborative knowledge-building forums, interactive whiteboards, the Internet, OER).
Teaching and technology: the instructional models of Learning Communities, Knowledge Building Communities, and Trialogical Learning. Technologies for active and collaborative learning, aimed at building cognitive and material artifacts. The National Digital School Plan. DigCompEdu and educator competencies.
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The course is workshop-based and involves students participating in collaborative activities, both in class and online, aimed at creating artifacts (concept maps, PowerPoint presentations, interviews, educational/pedagogical pathways) that apply the knowledge "heard" in class and "built" through group discussions.
The course is divided into 3 modules: each module includes brief thematic lessons and provides stimuli for collaborative activities to be carried out in class and online.
In the first part of the course (12 hours), the "lessons" address the topic of technologies supporting collaborative learning, illustrating the main classroom models as communities and how technologies can be used to create active and collaborative learning environments. At the same time, students will engage in group activities.
In the second part of the course (12 hours), lessons are dedicated to the history of technology introduction in schools, with specific insights into the Logo programming language and coding, word processing, blogs, and classroom newspapers; multimedia and hypermedia. Parallel to this, students will engage in group activities.
In the third part of the course (12 hours), further thematic insights on technologies are covered (the Internet for research and communication; simulations; OER; Learning Management Systems).

The workshop will be conducted in a blended format, with activities taking place both in the classroom and online, supported by the MOODLE platform. During the course, students will be divided into groups of 6-7 people and will be involved in discussions, practical activities (such as creating a hypermedia and using tabletop robots for coding), and in the development of a pedagogical scenario, thus directly experiencing the use of technologies and the concepts of Learning Community and Knowledge Building Community introduced in class. All activities are carried out in parallel with the classroom lessons.

The online discussion activities will focus on critically analyzing the possible uses of technologies at different ages and on designing a project for the use of technologies in schools, promoting an active and collaborative approach. Specifically:
- In the first module, students discuss their experience with technologies and address the topic of technologies serving the profession (gathering information, planning, documenting, and collaborating with other teachers), with particular reference to "DigCompEdu";
- In the second module, students analyze parts of the “National Digital School Plan,” presenting content and any critical points to the other groups using a concept map;
- In the third module, students research and document significant experiences of technology use; based on the knowledge acquired and the most significant examples of teaching activities found, they will collaboratively design a teaching plan for using technologies to carry out collaborative activities, which can be tested the following year during internship hours. Simultaneously, in the classroom, students will practice with tools and activities (PowerPoint for creating hypermedia, tabletop robots for coding).

These activities will help achieve the course's learning objectives. The creation of concept maps and pedagogical scenarios contributes to achieving objectives within Descriptor B (application skills). The analysis and critical reflection of the National Digital School Plan contribute to achieving objectives within Descriptor C (judgment autonomy). The discussion in forums, collaborative activities, and the presentation of artifacts in plenary sessions contribute to achieving objectives within Descriptor D (communication skills).

In the MOODLE course, the instructor will provide materials (articles, videos, book chapters) useful for critical reflection, in-depth study, and project planning.

Attendance at the workshop is mandatory.
For students who encounter issues that make attendance impossible, alternative group activities are available online (MOODLE) during the in-person delivery of the course. Students affected must contact the instructor at the beginning of the semester to inform them of their inability to attend the workshop synchronously.

The assessment will take into account the quality of participation in collaborative activities carried out online and in the classroom. At the end of the course, during the final evaluation, students will present and discuss the products they developed during the course.

For students who are unable to attend and, therefore, complete the mandatory online module activities, a written exam is provided (multiple-choice questions, true/false sequences, short-answer open-ended questions) on the topics covered in the lab activities (exam duration: 1 hour).

The course will be considered passed with a positive evaluation of both participation in activities and the final exam.