Zobrazeno 1 - 10
of 69
pro vyhledávání: '"Marina de Rossi"'
Autor:
Marina De Rossi, Ottavia Trevisan
Publikováno v:
Formazione & Insegnamento, Vol 20, Iss 3 (2022)
L’esperienza universitaria del periodo pandemico ha rappresentato una situazione irta di criticità, ma è stata anche un’occasione per fare esperienza di didattica digitale e conoscerne le potenzialità. Questo articolo presenta una ricerca cond
Externí odkaz:
https://doaj.org/article/9f3c2a24889f47d6bb89051ea97575c8
Publikováno v:
Formare, Vol 22, Iss 3 (2022)
The aim of the present study is to reflect on the experiences of emergency didactics, distance education (DAD) and digitally integrated education (DDI), of primary school teachers on a regional scale (Veneto), in terms of resilience display. Several
Externí odkaz:
https://doaj.org/article/d11703e6152b4890987d9ee91beaf5c0
Autor:
Marina De Rossi, Ottavia Trevisan
Publikováno v:
Formazione & Insegnamento, Vol 19, Iss 1 Tome II (2021)
La pandemia rappresenta una circostanza inedita, caratterizzata da incertezza, complessità e ambiguità che, nel suo perdurare, sta innescando scenari di profondo ripensamento sulla sostenibilità dell’integrazione delle tecnologie nel mondo della
Externí odkaz:
https://doaj.org/article/c1d44a31419a412c9e1edb469f330341
Autor:
Marina De Rossi, Emilia Restiglian
Publikováno v:
Tuning Journal for Higher Education, Vol 6, Iss 2, Pp 175-203 (2019)
The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual Storytelling” (VS). The workshop aimed to develop teacher’s professional competences about digital narrative documentation to be ce
Externí odkaz:
https://doaj.org/article/0d4b3833ee4645eb8e73f63293f587d3
Autor:
Cinzia Ferranti, Marina De Rossi
Publikováno v:
Italian Journal of Educational Technology (2020)
The narrative dimension allows us to understand reality and to organize knowledge in a hermeneutical and open way. It is also able to generate reflective learning and to stimulate skills that are not necessarily subject related. When narration turns
Externí odkaz:
https://doaj.org/article/74b3bca9c8024530a34748abbfcefaba
Autor:
Marina De Rossi
Publikováno v:
Formazione & Insegnamento, Vol 17, Iss 1 (2019)
The integration of ICT in Higher Education requires reflective design by teachers. In particular, from recent international research on the subject, it emerges that the perspective of the TPCK framework (Technological, Pedagogical, Content Knowledge)
Externí odkaz:
https://doaj.org/article/1b493d8f3e3e42c096ac4ef3e9d9ae96
Autor:
Corrado Petrucco, Marina De Rossi
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 36, Iss 3 (2018)
La ricerca presenta una sperimentazione sul campo in collaborazione con l’Istituto Provinciale per la Ricerca e la Sperimentazione Educativa of Trento (IPRASE) e ha sviluppato un nuovo modello (SoSoFIN – Social Software in formal, informal and no
Externí odkaz:
https://doaj.org/article/e8a0b13816a94324be30c881aee2276b
Autor:
Marina De Rossi, Charoula Angeli
Publikováno v:
Italian Journal of Educational Technology, Vol 26, Iss 1 (2018)
About a decade ago, several researchers used Shulman’s (1986) framework about Pedagogical Content Knowledge (PCK) – a body of knowledge that constitutes a special amalgam of content, pedagogy, learn- ers, and context – as a theoretical basis fo
Externí odkaz:
https://doaj.org/article/569080a6dfa84380b72e636af6390c82
Publikováno v:
Italian Journal of Educational Technology, Vol 26, Iss 1 (2018)
The purpose of this work is to present the initial phase of a research project focused on the integration of technologies in the education of kindergarten and primary school student teachers through instructional planning. Firstly, we illustrate a to
Externí odkaz:
https://doaj.org/article/ce93f97404ce4d49ac23a8022d4c1481
Autor:
Marina De Rossi, Ottavia Trevisan
Publikováno v:
Italian Journal of Educational Technology, Vol 26, Iss 1 (2018)
In recent decades, there has been increasing research interest in teachers’ competences regarding the growing role of technologies in educational practices. These competences are grounded on a clear base of technological knowledge, along with the r
Externí odkaz:
https://doaj.org/article/1f9f917c22994a7e82c2c59f2ecb552d