maria ranieri | Università degli Studi di Firenze (University of Florence) (original) (raw)

Books by maria ranieri

Data: Giovedì 5 Ottobre 2017 Sede: Aula Magna d’Ateneo Titolo: Digital Scholarship tra ricerca e ... more Data: Giovedì 5 Ottobre 2017
Sede: Aula Magna d’Ateneo
Titolo: Digital Scholarship tra ricerca e didattica. Studi, esperienze, buone pratiche

Abstract: Il convegno si propone di fare il punto sul tema della Digital Scholarship, un ambito di ricerca emergente che riguarda le trasformazioni delle pratiche didattiche e di ricerca degli accademici legate alla diffusione delle tecnologie dell’informazione e della comunicazione. Saranno presenti esperti nazionali e internazionali per condividere prospettive di indagine e modalità di intervento. L'evento prevede anche la presentazione e discussione di buone pratiche di innovazione didattica sperimentate presso l’Ateneo fiorentino, con una particolare attenzione al progetto DIDeL (Didattica in eLearning).

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This handbook reports on the result of a two-year European Learning Partnership. The Grundtvig pa... more This handbook reports on the result of a two-year European Learning Partnership. The Grundtvig partnership MyMobile responded to the current trend toward individualisation in mobile and network communication. It reacted to today’s socio-cultural and technological developments, in which computers, laptops and mobile phones provide ubiquitous individual access to communication, entertainment, shopping, internet, media offerings or knowledge archives. For adult users, particularly older persons, degrees of access differ greatly: in some professional and personal contexts, practically no mobile applications are in regular use. Considering the dynamic development of the smart-phone sector and e-learning, there is an urgent need for a constructive response in adult education toward enabling specific target groups to participate in the digital world, making “mobile learning” accessible to more adults. These technological developments create new pedagogical challenges and offer opportunitie...

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Based on a major research project funded by the European Commission, Populism, Media and Educatio... more Based on a major research project funded by the European Commission, Populism, Media and Education studies how discriminatory stereotypes are built online with a particular focus on right-wing populism. Globalization and migration have led to a new era of populism and racism in Western countries, rekindling traditional forms of discrimination through innovative means. New media platforms are being seen by populist organizations as a method to promote hate speech and unprecedented forms of proselytism. Race, gender, disability and sexual orientation are all being used to discriminate and young people are the preferred target for populist organizations and movements. This book examines how media education can help to deconstruct such hate speech and promote young people’s full participation in media-saturated societies.

Drawing on rich examples from Austria, Belgium, Bulgaria, France, Italy, Slovenia, and the UK - countries characterized by different political and cultural contexts – Populism, Media and Education addresses key questions about the meaning of new populism, the nature of e-engagement, and the role of education and citizenship in the digital century.

With its international and interdisciplinary approach, this book is essential reading for academics and students in the areas of education, media studies, sociology, cultural studies, political sciences, discrimination and gender studies.

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Over the last years, due to globalisation and migration processes, neoliberal transformations of ... more Over the last years, due to globalisation and migration processes, neoliberal transformations of welfare states and shrinking labour markets populist parties and movements have emerged in a number of European countries. This context has provoked new forms of racism and discrimination, also through new media and social platforms. The European Project e-EAV (e-Engagement Against Violence), supported by the DAPHNE-programme 2012-2014, aimed at contrasting new right-wing populism and discrimination transmitted through digital media by promoting young people’s awareness of violent media contents and empowering them through civic engagement and media/digital literacy. The book presents the results of the project and provides tools that teachers and educators may use for media and citizenship education.

This publication has been produced with the financial support of the DAPHNE Programme of the European Union. The contents of this publication are the sole responsibility of the e-EAV partnership and can in no way be taken to reflect the views of the European Commission.

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Questa guida, rivolta a insegnanti ed educatori, include cinque unità didattiche con una serie di... more Questa guida, rivolta a insegnanti ed educatori, include cinque unità didattiche con una serie di attività educative orientate allo sviluppo di consapevolezza negli adolescenti sui rischi e le opportunità dei media digitali.

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Negli ultimi anni stiamo assistendo alla diffusione sempre più massiccia di dispositivi mobili pe... more Negli ultimi anni stiamo assistendo alla diffusione sempre più massiccia di dispositivi mobili per accedere ad una varietà di informazioni e rimanere sempre e ovunque connessi, a casa, sul posto di lavoro, nel tempo libero e così via. Queste novità stanno investendo anche il mondo dell’educazione. Progetti e iniziative formative basate sull’impiego di smartphone, tablet e ebook stanno proliferando in tutto il mondo. Cosa significa apprendere in mobilità? In che modo progettare interventi di mobile learning? Come valutare l’apprendimento distribuito tra contesti formali e informali? Quali scenari si prospettano nei diversi contesti applicativi, dalla scuola alla formazione professionale? Il volume affronta tali quesiti, offrendo a progettisti, insegnanti e formatori una guida teorica e pratica per la progettazione, la gestione e la valutazione del mobile learning nei vari contesti formativi.

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Dagli anni '70 in poi le tecnologie dell'informazione e della comunicazione (ICT) hanno progressi... more Dagli anni '70 in poi le tecnologie dell'informazione e della comunicazione (ICT) hanno progressivamente svolto un ruolo sempre più rilevante nei sistemi d'istruzione dei paesi industrializzati. A distanza di quarant'anni, a che punto siamo? Che cosa possiamo dire, oggi, circa l'impatto delle ICT sulla scuola, l'apprendimento e le pratiche culturali e cognitive delle nuove generazioni di studenti?
Il volume si propone di affrontare tali quesiti, superando lo schema classico apocalittici versus integrati e suggerendo una chiave di lettura critica per l'analisi dei rapporti tra tecnologia ed educazione. Lo scopo è duplice: da un lato, si intende decostruire la retorica imperante che aleggia intorno al dibattito su scuola e tecnologie e, dall'altro, si avanzano proposte per una riforma della ricerca tecnologico-educativa. In questa riflessione, funzioni chiave sono riconosciute alla scuola, come principale agenzia di mediazione all'uso consapevole delle tecnologie, ed alla ricerca, come strumento privilegiato per la formulazione di politiche tecnologiche e educative informate.

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This TOOLKIT, aimed at teachers and educators, includes five units with a series of educational ... more This TOOLKIT, aimed at teachers and educators, includes five
units with a series of educational activities about the topics and
problems already dealt with in both the online game and the theatre
plays. These activities aim at developing
an increased awareness among young people of both the
risks and opportunities of digital media and online communication.

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C’è crescente consenso sul fatto che il tema della competenza digitale acquisterà un ruolo sempre... more C’è crescente consenso sul fatto che il tema della competenza digitale acquisterà un ruolo sempre più importante per la scuola di questo nuovo millennio; tuttavia, quando ci si chiede come gli insegnanti possano intervenire didatticamente e valutare i risultati in questo ambito, ci si imbatte in una quasi totale assenza di strumenti di valutazione pedagogicamente signiÿcativi ed operativamente applicabili nella scuola.
Il libro propone una serie di prove, divise per livello scolastico, con l’obiettivo di valutare la capacità degli alunni e degli studenti di utilizzare in modo corretto, consapevole, critico e responsabile le nuove tecnologie. Le prove sono state ideate nello spirito suggerito dalle Raccomandazioni sulle Key Competences per il Lifelong Learning del Parlamento e del Consiglio Europeo.
Il volume si propone non solo di attrezzare gli insegnanti con una strumentazione indispensabile per valutare l’efÿcacia della loro azione formativa ma anche di favorire uno spostamento delle attività tecnologico didattiche da una accentuazione prevalentemente tecnocentrica, quale è quella attualmente prevalente, verso ÿnalità pedagogicamente rilevanti, in cui assumano forte risalto componenti di ordine cognitivo, critico ed etico partecipativo.

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Media Education (ME) has come a long way. Today, it can no longer be considered a field of study ... more Media Education (ME) has come a long way. Today, it can no longer be considered a field of study reserved for semiotic and communication researchers. Nor can it be regarded as a privileged practice of those teachers, who for some reason consider media of fundamental importance. On one hand, ME is now part of the agenda of international organizations, which consider the development of media competences a necessary requisite to fully exercise citizenship in the current contemporary society. On the other, ME practices are becoming increasingly widespread in schools involving a growing number of teachers. Notwithstanding, teaching the media still seems to be a rather solipsistic task where «everything is fine». Indeed, in ME there is a tremendous lack of research concerning the educational practices' quality and effectiveness. This book tries to cope with these issues by providing a set of instruments to design, develop and evaluate ME activities in schools, and supporting the enhancement of media educators' knowledge and skills.

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Il tema della competenza digitale è destinato a rimanere a lungo presente nella discussione educa... more Il tema della competenza digitale è destinato a rimanere a lungo presente nella discussione educativa, nel quadro della riflessione sulle competenze che dovranno caratterizzare i cittadini del XXI secolo, in quanto chiama in causa la stessa scuola e la sua identità per le scelte significative che questa deve compiere riguardo a problemi fondamentali come quello della natura della/e alfabetizzazione/i su cui deve fondarsi. In contrasto con la concezione diffusa che identifica questa nozione con semplici conoscenze o abilità tecniche (ECDL, Patente Europea) e in linea con gli orientamenti internazionali recenti (OECD-PISA), il volume propone un modello di competenza digitale fondato su basi educative, per valutare (e anche favorire) la competenza digitale ai vari livelli scolastici, in un'ottica che integra la dimensione tecnologica con quella cognitiva ed etica. L'obiettivo è fornire a insegnanti e educatori lo spunto per poter realizzare autonomamente iniziative mirate a migliorare la competenza digitale dei loro studenti, e per avviare efficaci comunità di pratiche in questo settore.

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Lo sviluppo del cyberspazio, o spazio della Rete, prefigura oggi nuove prospettive di ricerca per... more Lo sviluppo del cyberspazio, o spazio della Rete, prefigura oggi nuove prospettive di ricerca per la riflessione pedagogica, su aspetti e dimensioni che acquisteranno verosimilmente in futuro un'importanza sempre maggiore. Il volume intende evidenziare tali dimensioni. La prima riguarda la questione dell'accesso alle risorse tecnologiche e informative e le nuove forme di marginalità che essa produce, aprendo così nuovi ambiti di interesse per la pedagogia sociale. La seconda discende dalle criticità generate dal cosiddetto "diluvio informazionale", al quale la digitalizzazione dell'informazione ha dato in questi anni un impulso notevole. Quali stili di pensiero e formae mentis le istituzioni formative dovrebbero oggi promuovere per un uso critico, creativo e consapevole dell'immensa mole di dati e informazioni distribuita attraverso le reti? La terza infine tocca uno degli scenari più promettenti resi possibili dal cyberspazio. Lo spazio della Rete si presenta come "luogo" propizio ad accogliere quella 'intelligenza collettiva', portato ed espressione della capacità umana di mettere in comune saperi e saper fare. Le istituzioni formative dovrebbero quanto prima cogliere tali potenzialità. Quali competenze sono necessarie per apprendere e collaborare in rete? Quali dispositivi formativi possono favorirle? Il volume si sofferma su questi aspetti che, in ultima analisi, sollecitano oggi una riflessione in chiave strettamente pedagogica sul senso stesso delle istituzioni formative, la loro identità, la stessa loro funzione.

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Quella dell'e-tutor è una figura che si sta ormai imponendo, anche nel nostro Paese, in virtù del... more Quella dell'e-tutor è una figura che si sta ormai imponendo, anche nel nostro Paese, in virtù del ruolo chiave che tende ad assumere nella gestione effettiva della didattica on line. Ma in cosa può e deve consistere concretamente la sua attività? Come si diventa e-tutor? Quali competenze sono necessarie per svolgere questo ruolo in modo efficace? Questo volume fornisce una guida sul tutoring on line. Esso intende fare il punto sullo stato dell'arte relativo a questa figura professionale, individuandone il profilo storico, il ruolo, le funzioni caratterizzanti e le strumentazioni di cui si deve avvalere nei diversi contesti. Un libro essenziale per chi si occupa di e-learning e vuole comprendere meglio quali sono le competenze necessarie per divenire «educatori in rete».

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Il tema dell'e-learning ormai ha conquistato l'attenzione di chi si occupa di formazione. Tuttavi... more Il tema dell'e-learning ormai ha conquistato l'attenzione di chi si occupa di formazione. Tuttavia, da un punto di vista didattico, si tende a considerarlo come una semplice trasposizione sulla rete dell'insegnamento in aula. Quali criteri deve invece seguire un progetto di didattica online? Quali modelli e strategie si possono applicare e come sceglierli? Il libro si propone di rispondere a questi quesiti partendo dall'assunto che l'e-learning può in realtà riconfigurare la didattica d'aula e che il momento della scelta delle soluzioni metodologiche riveste un ruolo cruciale per la qualità di un progetto di e-learning. Il libro, dedicato a progettisti e formatori, nasce dalla ricca esperienza dell'autrice nell'ambito dell'Instructional Design applicato alla rete e fornisce criteri orientativi e riferimenti concreti per poter realizzare progetti di e-learning e attività didattiche online.

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Papers by maria ranieri

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INTED Proceedings, 2018

The number of students who are taking distance higher education has constantly been increasing in... more The number of students who are taking distance higher education has constantly been increasing in the last years. The aim of this work is to explore what personal practices influence the effectiveness of online learning, and what factor mainly supports the engagement of students for their academic success. The analysis is based on two parallel studies: a study of 112 (26.8% males; average age 33.5) undergraduate students attending a fully online course and a longitudinal study of a subset of 61 (26.2% males; average age 32.8) students. They responded to a questionnaire to collect demographic data and inquire on the purpose of using Internet applications. The hypotheses are that being familiar and competent with the digital environment could facilitate an academic career. Furthermore, the accomplishment of good results in the first months from enrolment could support students’ motivation to maintain continuity in the achievements during their studies. The findings confirm that students competent in searching and selecting information, organize activities and tasks are effective in exam grades. Moreover, students who have passed their first exam persist in achieving good results over time and succeed in the academic career.

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INTED Proceedings, 2018

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INTED2019 Proceedings, 2019

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Research Papers in Economics, 2021

The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as... more The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as one of the preventive measures to stop the spread of COVID-19 gave us the opportunity not only to analyse the strengths and weaknesses of remote schooling, but also to reflect on how education is being provided in general. We interviewed in total around 150 key stakeholders coming from five Member States that represent different degrees of readiness to use digital technologies in education. We aimed to obtain different perspectives about the remote schooling experience collecting insights from various groups, namely students, parents, teachers and school leaders. The topics discussed with study participants related to their experience and perceptions on: unequal access to education, learning tools and content available and put in place through urgent measures, digital and social and emotional competences to face and develop remote schooling, the assessment and certification of students&...

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Il contributo propone un approccio all’alfabetizzazione mediale in contesti interculturali elabor... more Il contributo propone un approccio all’alfabetizzazione mediale in contesti interculturali elaborato nell’ambito del progetto Europeo MEET (Media Education for Equity and Tolerance) con l’intento di promuovere una comprensione critica ed interculturale, nonché un uso consapevole, dei media tra i giovani cittadini nelle scuole pubbliche multiculturali. In questo contributo si presenta il Media and Intercultural Education Framework (MIEF), uno strumento teorico finalizzato a supportare gli insegnanti nella definizione di obiettivi rilevanti per l’educazione ai media e all’intercultura. Il framework si basa su diverse tradizioni di ricerca che comprendono la media education e la critical media literacy, le quali enfatizzano l’importanza di mettere in discussione le rappresentazioni mediali dominanti dell’Altro insieme ai valori e alle ideologie che contribuiscono a veicolare. Inoltre, il MIEF riflette un prospettiva di educazione interculturale ai media ispirata ad un multiculturalismo critico attento all’interdipendenza tra (o all’interstizialità) di diverse forme di discriminazione (razzismo, sessimo, classimo) e incentrata sulla promozione di pratiche di cittadinanza attiva e solidale nella sfera pubblica. Insieme al MIEF si presentano anche le relative linee guida di progettazione didattica inclusiva basate su alcuni principi dell’Universal Design for Learning (UDL) rivisitati alla luce di un approccio didattico socialmente situato nella pluralità delle culture mediali e civiche d’insegnanti e studenti. Infine, il contributo illustra come – e con quali risultati – questo approccio all’alfabetizzazione mediale si è tradotto in pratiche di educazione critica ai media e alla cittadinanza interculturale in una scuola secondaria in Italia.

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This paper presents and discusses the results of OnAir, a European project on Media Education fun... more This paper presents and discusses the results of OnAir, a European project on Media Education funded by the European Commission. This two-year project aimed at collecting, documenting, and developing media education practices across Europe, especially in Belgium, Bulgaria, Italy, Lithuania, Poland, and Romania. In particular, the paper focuses on the role of documentation in improving teachers’ practical knowledge and highlights the challenging aspects at stake in this process. The analysis of collected data reveals that documentation of media education practices is often poor both in terms of information about instructional practices and in teacher reflection on their actions. Stronger collaboration between teachers and researchers may be needed to support the kind of careful documentation that leads to effective practice. The development of adequate tools that teachers can easily use during their own activities may also facilitate improved levels of documentation.

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A volume in International Advances in Education: Global Initiatives for Equity and Social Justice... more A volume in International Advances in Education: Global Initiatives for Equity and Social Justice. Volume 10, E-learning & Social Media: Education and Citizenship for the Digital 21st Century, addresses the use of technology in: developing and expanding educational delivery systems to reach rural populations, providing access to equitable education opportunities for disadvantaged and marginalized populations, and encouraging student civic engagement. The volume evaluates e-learning programs (distributed through the Internet, via satellite and hosted on social media) that promote equitable education for disadvantaged populations; examines the challenges and benefits of social media on student self-identity, collaboration, and academic engagement; shares promising practices associated with technology in education and e-citizenship in the 21st century, and advances the discussion on blending global citizenship education and social media that raises student awareness, accountability and...

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Handbook of Research on Faculty Development for Digital Teaching and Learning, 2019

Research on faculty development supporting pedagogical innovation has gained momentum since effec... more Research on faculty development supporting pedagogical innovation has gained momentum since effective teaching and learning are deemed a central piece for the modernization of higher education. However, the field is still characterized by a low level of conceptualization, fragmented approaches, and unclear strategies on organizational level. This chapter concentrates on the DIDe-L case, a strategic program of faculty development promoted by the University of Florence and based on an integrated approach to training. Specifically, it focuses on the “e-Learning Desk,” an institutional service ensuring instructional coaching for learning design. Through the analysis of teachers' reactions and renewed practices, the authors aim at exploring what institutional and organizational conditions may prevent or facilitate pedagogical innovation and change. Results showed that the approach characterizing the service had a positive impact on teachers' growth, although institutional obstacl...

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EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING, 2019

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The International Encyclopedia of Media Literacy

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Proceedings of the 2020 AERA Annual Meeting

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Today we are witnessing a renewed and growing interest in the issue of faculty professional devel... more Today we are witnessing a renewed and growing interest in the issue of faculty professional development and learning. On the one hand, the emphasis is on enhancing the quality of teaching through specific training on pedagogies and technologies reflecting a more general trend which is affecting the scope of scholarship in the digital era. On the other hand, e-learning practices are currently reaching a wider penetration in academic contexts with almost all universities providing
blended or online learning courses. The challenges of pedagogical and technological innovation at all levels of education, particularly at university level, is well known in the international literature.
However, when taking into account the literature related to faculty development, it emerges a relatively
low level of conceptualization of theoretical notions, a number of different models developed by each
single institution, unclear strategies to evaluate the impact of training programs. Briefly, the field of faculty development surely deserves further investigation.
This paper concentrates on DIDe-L, a program of faculty development developed at the University of Florence through a collaboration between the Department of Education and Psychology and the Centre of IT Services (SIAF). It illustrates and discusses the conceptual framework which underpins the training model, and its main components. Grounded on the emerging evidence on effective training interventions in the field but attempting to go a step further, the program is based on an
integrated approach, which builds on four pillars: a) online resources (tutorial, templates) supporting self-directed learning, that triggers forms of design thinking by which educational problems can
leverage creative pedagogical solutions; b) subject-field case studies, which enacts specific professional and pedagogical knowledge that is motivating for the teachers engaged in training activities; c) coaching and labs, where the teacher asks specific questions born from her own vision of pedagogical interventions, gearing the own professional learning process individually and in groups; d) a community, where the questions leading to professional learning are shared and learning outcomes (particularly professional results/content generated by participants) are showcased as a mean to enact vicarious, peer-learning.
The paper ends with some considerations on criticalities and affordances of our model and on future research developments.

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Social media and social networking sites are progressively gaining attention also in relation to ... more Social media and social networking sites are progressively gaining attention also in relation to professional development and life-long learning for school and academic teachers and staff. In particular, social media and social networking sites are emerging as places in which to cultivate different forms of social capital, bridging and bonding, that facilitate coordination and cooperation for mutual benefit, as well as exchange of resources, personal and professional relationships and implications for psychological well-being. The paper presents some conceptual reflections about the value of these tools for school and academic teachers’ professional development. Moreover, two examples related to some Facebook groups for teachers and to the adoption of social networking sites for personal and professional use by Italian university scholars will be presented. The paper concludes with some considerations about the current limited adoption among extensive audiences and envisages future research directions.

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Apertura e flessibilità nell'istruzione superiore: oltre l'e-learning. Atti del convegno SiremSiel 2014, 2015

The paper reports the main results of a survey addressed to Italian academic scholars with the ai... more The paper reports the main results of a survey addressed to Italian academic scholars with the aim of researching how the latter use Social Media tools for personal, teaching and professional purposes. The survey, which was adapted and translated from a previous questionnaire, was administered to the entire Italian university scholar population and obtained a rate of response of 10.5%, corresponding to 6,139. The study has specifically investigated how university teachers use these tools in their teaching practices and eventual obstacles that may hinder their adoption. Results show that Social Media use is still rather limited and restricted and that teachers mostly prefer traditional forms of teaching, mainly face-to-face based, to collaborative and distributed practices. Overall the results emphasize ambivalent attitudes towards benefits and challenges of these tools in the context of higher education as already pointed out by the literature.

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Atti del convegno Didamatica 2013, 2013

Nonostante la crescente popolarità di Facebook anche come strumento didattico, le sue potenzialit... more Nonostante la crescente popolarità di Facebook anche come strumento didattico, le sue potenzialità in chiave educativa non sono state ancora del tutto esplorate, né c'è consenso unanime sulle criticità che emergono nel momento in cui le pratiche della cultura partecipativa dei social media si combinano con le esigenze dell'apprendimento formale. In questo contributo verranno presentate, alla luce dei più recenti esiti della letteratura, le principali potenzialità educative di Facebook così come le maggiori criticità evidenziate dai numerosi studi del settore. Verranno, inoltre fornite, alcune linee guida per orientare educatori, insegnanti e progettisti educativi nella complessa rete di intrecci tra apprendimento formale e informale.

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In book: Social Network Engineering for Secure Web Data and Services, Publisher: IGI Global, Editors: Luca Caviglione, Mauro Coccoli, Alessio Merlo, pp.5-31 , 2013

Over recent years, the notions of identity, credibility and trust in digital contexts have been g... more Over recent years, the notions of identity, credibility and trust in digital contexts have been gaining renewed interest from scholars in different fields (from social studies to engineering and computer science), especially for their consequences for privacy and security. Emerging and urgent questions are: What does the management of online personal data entail? How much personal information are we entitled to share with others? What measures do people usually adopt to protect their identity and privacy?
Are they always aware of the risks they may run? What consequences may emerge in the long term if cautions are ignored? These are some of the questions that should be addressed by users, experts and scholars engaged with digital environments, especially social networking sites. This chapter focuses on these issues trying to provide a wide overview of the current literature on identity, credibility and trust, and their implications for privacy and security, from the perspective of social and behavioral sciences.
Some measures provided by experts on how to protect against the most common security and privacy threats are also outlined.

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International Journal of Mobile and Blended Learning, 2000

ABSTRACT This paper investigates the potential of mobile learning for creativity in and out of sc... more ABSTRACT This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners’ and teachers’ perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

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Integrating Social Network Use in Education, 2014

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Questo lavoro presenta i risultati di una sperimentazione condotta nell’ambito del progetto europ... more Questo lavoro presenta i risultati di una sperimentazione condotta
nell’ambito del progetto europeo e-MEL (www.e-mel.org) finalizzato alla
messa a punto di modelli e contenuti per la formazione delle competenze
mediali e digitali degli insegnanti futuri e in servizio.
La sperimentazione è stata realizzata nel quadro dei laboratori di Scienze
della Formazione Primaria dell’Università di Firenze, coinvolgendo circa
250 studenti in un percorso di formazione in modalità blended.
Essa ha avuto come obiettivo quello di verificare la qualità e l’efficacia
dei Training Scenario ai fini dell’acquisizione di competenze di media literacy
da parte dei partecipanti. In particolare, le dimensioni indagate sono state:
l’efficacia dei materiali e delle attività, il gradimento del percorso e della
piattaforma online, la sostenibilità della proposta didattica, il livello di
partecipazione degli studenti, il grado di trasferibilità delle competenze
acquisite nel proprio contesto professionale, presente o futuro.

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Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry , 2017

Social media are increasingly perceived as powerful drivers of change for research practices, in ... more Social media are increasingly perceived as powerful drivers of change for research practices, in terms of openness, sharing and sociability. Numerous studies have reported benefits and factors affecting the progressive adoption of these sites especially for scholarly communication. However, extensive studies that are carried out with large samples at a national level are still rare. This chapter reports the results of a survey addressed to Italian academic scholars, the purpose of which was to identify frequency and way of use of a number of social media tools (Twitter, Facebook, LinkedIn, ResearchGate, Academia.edu, YouTube, Vimeo, SlideShare, Blogs and Wikis). The study aims at providing evidence on how academic scholars are using social media for scholarly purposes, also by taking into account a number of factors such as gender, age, years of teaching, academic title, and field of knowledge. It also investigates the most valuable tools and the main reasons for use in academic practices. Results of quantitative and qualitative analysis are provided along with considerations for further research.

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E-learning and Social Media: Education and Citizenship for the Digital 21st Century, 2016

In recent years, interest in the potential of social media and social networking sites for young ... more In recent years, interest in the potential of social media and social networking sites for young people’s participation in public spaces has gained momentum. These media have been seen as adequate to support the development of participatory culture. However, some studies have questioned their participatory power and demonstrated that online participatory culture is still in an early stage. This chapter reports on a study involving 163 Italian youths with the aim of presenting the development of an instrument to evaluate participatory attitudes of teens (ePAAA, Assessing Adolescents’ Attitudes towards e-Participation) and advance in our knowledge of how young people are appropriating social media. In the first part, the theoretical background is illustrated focusing on the different forms of participation and content creation, the notion of civic engagement and the role of social media. In the second part, the characteristics of the assessment tool are described and the results of its administration are discussed, while considering its implications for education and citizenship. Indeed, since there are no deterministic links between social media usage and active engagement, the main conclusion of the hapter is that education, especially media education, should play a major role in supporting adolescents’ civic engagement and empowerment.

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Facebook has received considerable attention in a number of research areas. However, its educatio... more Facebook has received considerable attention in a number of research areas. However, its educational value has not been fully confirmed and results from the mainstream educational paradigms are contradictory. A number of experiences related to the educational use of Facebook as a technology-enhanced learning environment are also flourishing. In these, Facebook has been used as a unique, or at least as one, learning management system tool, or as a platform for educational purposes. This chapter focuses on these issues, providing a wide overview of the current literature on the educational value of Facebook considering both theoretical positions and empirical findings. Furthermore, a few preliminary guidelines about Facebook usage are provided, pertaining to pedagogical, institutional, technological, and ethical issues. The chapter finally provides some hints about emerging trends and areas that deserve further research, such as professional development, academic practice, and location-based learning.

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Maria Ranieri, 2020

In 2020 the ATEE Spring Conference will be hosted by the University of Florence. As a main theme,... more In 2020 the ATEE Spring Conference will be hosted by the University of Florence. As a main theme, the Conference will take a critical perspective on the role of digital technology and media in teacher education by framing the relationship between technology/media and education in the light of the ever-increasing social inequalities. From this standpoint the Conference will focus on the new challenges and growing demands on education system committed to addressing all forms of disparities in access, participation and learning outcomes, social exclusion and discrimination. A critical approach to the understanding of the implications of technological developments for education is particularly significant in a world dominated by algorithms that are increasingly controlling and regulating the extent to which people do or do not participate in the social life. The central focus of this conference is the relevance of these critical perspectives and approaches in the field of teacher education's research and practice. Main sub-themes are: • Teaching critical media/digital literacy in multicultural societies. • Decommodifying teacher (digital) education. • Digital technology and equity for inclusive teaching. We are pleased to invite you to submit an abstract to

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